Professional English
Cambridge English for
Engineering
UNIT 1
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TEACHER’S NOTES
Technology in use
Describing technical functions and applications
Explaining how technology works
Emphasising technical advantages
Simplifying and illustrating technical explanations
Go to page 10 for essential background information and useful web links.
Refers to Student’s Book pages
Before you begin …
Hold a short introductory discussion to kick off the course as a whole. Use the
following questions to cue the discussion. In larger groups, students could work in
pairs, or in groups of three or four.
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What field of engineering are you in / would you like to go into?
Branches of engineering include: mechanical, electrical, civil, structural, process/
manufacturing, automotive, aeronautical, highway, coastal.
How would you describe your branch of engineering to a non-specialist?
What kind of work do you do / would you like to do within your field?
Possibilities include: design, technical management/supervision/project
management, product/process development, research, investigation/analysis/
trouble-shooting.
In what kinds of situation do you / other people in your field need to use English at
work?
To introduce Cambridge English for Engineering, invite students to look through
the contents list and the book. Explain that the themes and situations, in terms
of types of technology, companies and people, cover a wide range of different
branches of engineering. Emphasise that although each example is specific, the
language of each is useful to all types of engineer. Also explain that the main
emphasis of the course will be on listening, speaking and using English actively
in practice – through role plays and discussions, rather than learning lists of
technical words.
Describing technical functions and applications
Language note
You will find the following vocabulary useful in this section.
use, use for ...ing, use to (application), user, useful for ...ing
enable to, allow to, prevent from, ensure that
1 a
Students complete the tasks in pairs. If they are struggling to come up with
examples, you could suggest the following.
mobile phones – phone calls, text messages, exchanging photos and videos, voice
recording
electric drill/screwdriver handsets – for providing a turning force, drilling holes, putting
in and removing screws, tightening and loosening nuts/bolts
hammers – for generating impacts, for driving in nails, hitting punches and chisels,
breaking things
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UNIT 1 Technology in use Teacher’s Notes
b
Students complete the task in pairs.
Extension activity: GPS
You could ask students the following question.
What do you know about the origins of GPS?
Answer
The system was originally developed for military use in the United States before
being made available for civilian use internationally, with some limitations on its
precision.
2 a
1.1 Students listen and complete the notes.
Answers
1 navigation
2 (monitoring) delivery vehicles
3 (finding) stolen cars
b
4 drift
5 man overboard
6 innovative uses of
1.1 Students complete the extracts and listen again to check their answers.
Answers
1 uses 2 use 3 user’s; useful
Pronunciation focus
Ask students to identify the different pronunciation of s in the following words.
Practise saying them.
a use /ju:s / to use /j:uz/ useful /ju:sf@l/ user /ju:z@/
3 a
Students match the applications and descriptions.
Answers
2 d 3 b 4 f 5 a 6 e
Extension activity: more vocabulary
You could look at the meaning of some of the terms in Exercise 3a (1–6) in more
detail, as well as at related words.
surveying = recording the precise positions of natural features and structures,
often in order to draw up maps or plans (a survey/a surveyor)
geological = related to the ground/rocks/soil (geology, a geologist)
civil engineering = the design and construction of large structures such as
bridges, dams and skyscrapers, and infrastructure projects such as roads, railways
and airports
avionics = electronic systems in aviation i.e. in planes and helicopters
maritime = related to the sea/shipping
b
2
Students complete the tasks in pairs.
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UNIT 1 Technology in use Teacher’s Notes
4 a
1.1 Students complete the extracts and listen again to check their answers.
Answers
1 allows 2 prevents 3 ensures; enables
b
Students match the words and synonyms.
Answers
1 allows/enables 2 ensures 3 prevents
c
Students complete the extract.
Answers
1 allow/enable
2 allow/enable
3 ensure
5
4 allow/enable
5 prevent
Give out Resource sheet 1a. Each student begins by writing down the name of
the chosen product, and make notes of its main applications and functions. You
may need to help with specific vocabulary. Students take turns to describe the
applications and functions they have listed. To ensure the task is interactive,
students should use the phrases in the box to sum up and rephrase what their
partner has said.
Explaining how technology works
Language note
You will find the following vocabulary useful in this section.
attach, fix, connect, link, support, carry, drive, power, propel, control, lift, raise,
ascend, transport
6 a
Students discuss the questions in pairs.
Before you begin …
Look at the meaning of the following terms.
space ship vs. space station
payload = meaning load, usually used in the context of space
environmentally unfriendly = opposite of environmentally friendly
orbital space = the height above which objects orbit the Earth, rather than falling
rapidly back to earth
geostationary orbit = orbiting at the same speed as the Earth spins in order to
remain above the same point, above the equator, on the Earth’s surface
remote control = controlled from a distance
b
Students read the article and compare it to their answers in Exercise 6a.
c
Students match the verbs and definitions, referring back to the article in Exercise
6b to see how the words are used in context.
Answers
2 i 3 a 4 b 5 g 6 h 7 c
8 d 9 f
3
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UNIT 1 Technology in use Teacher’s Notes
Language note
Some of the verbs have more than one meaning:
fix
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to attach, for example fix with bolts
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to remain still, for example fixed above a point on earth
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to repair, for example fix a puncture
carry
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to withstand a load, for example the columns carry the roof
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to transport, for example the conveyor belt carries boxes
drive
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to control, for example the driver drives the car
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to propel, for example the engine drives the wheels
7 a
b
Before you begin …
Look at the meaning of the following terms.
strength-to-weight ratio
This is the strength of a material relative to its weight. Frequently, the stronger a
material is, the heavier it is, and vice versa. For example, steel is strong and heavy,
and polystyrene is light and weak. Materials with a high strength-to-weight ratio are
both strong and light. The metal titanium is an example.
self-contained energy source
Cars have a self-contained energy source, as their fuel is carried on board in a fuel
tank. Electric trains use an external energy source – their power is supplied by
overhead electric cables.
wireless
Transmission by waves, without a direct wire link.
solar power Converting sunlight to electricity using photovoltaic panels.
Students complete the notes.
1.2 Students listen and check their answers to Exercise 7a.
Answers
2 support
3 attached
4 raised
c
5 power
6 ascend
7 transport
Students complete the task in pairs.
Answers
The notes are missing articles (a/an, the) and some auxiliary verbs (e.g. be).
8 a
b
Check students’ understanding of offshore base station= a station, at the bottom
of the cable, which is located in the sea/ocean. Students complete the task in
pairs.
1.3 Check students’ understanding and pronunciation of anchor /{ŋk@/.Students
listen and answer the questions.
Answers
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4
5
4
By a floating structure
To attach the base to the seabed
Ships would carry them.
Collisions between the cable and space debris
The anchors would be raised and the station would be moved.
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UNIT 1 Technology in use Teacher’s Notes
Before you begin …
Look at the meaning of the following terms.
wind loads = the force of wind blowing against the cable horizontally and trying to
push it sideways
propulsion system = system for making something move
propeller = device which causes a ship or aircraft to move, consisting of two or more
blades which turn round at high speed
9 a
Students analyse the notes in pairs and read them out in full.
Suggested answer
The anchoring system
The wind loads on the cable will be huge. What are the implications for the
anchoring system? The base will need to be moved continually and sometimes
urgently. What temporary system could be used to hold the base in position?
Should the base be in shallow water near the coast, or in deep water further
offshore? The choice will have an impact on the design of the anchor system.
The propulsion system
Will the weight of the cable allow the base to be moved by its own propellers or
will a more powerful system for propulsion and control be required? For example,
an external power source.
b
Students complete the task in pairs and then compare their ideas to the
suggested answers on page 96.
Suggested answers
Anchor system
It will be possible to anchor the base more securely in shallow water, near the
coast. A permanent anchor structure could be built on the ocean bed, in shallow
water. The base station could then be fixed securely to it with cables. If several
anchor structures are built at different locations along the coast, the base station
can be moved between them.
Propulsion system
Tugs (powerful boats used for pulling ships) could be used as an external power
source. However, the base station could be driven by its own propellers. The large,
powerful engines needed to propel it would be heavy, but that isn’t necessarily a
disadvantage, as extra mass, and therefore extra inertia, would help to make the
base more stable.
c
Students complete the task in small groups.
d
Students complete the task either in class or as a homework activity.
Emphasising technical advantages
Language note
You will find the following vocabulary useful in this section.
conventional, eliminate (problems), superior (quality), (energy-)efficient, enhanced,
reduce
completely, significantly, dramatically, entirely, highly, extremely, considerably,
totally, exceptionally
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5
Students complete the task in pairs.
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UNIT 1 Technology in use Teacher’s Notes
Extension activity: brand superiority
Ask students which brands have a reputation for technical superiority / high
quality in the following areas.
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electrical kitchen appliances (refrigerators, ovens, dishwashers, etc.)
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power tools (electric drills, power sanders, angle grinders, etc.)
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hand tools (hammers, saws, screwdrivers, etc.)
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digital cameras
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vehicle tyres
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performance cars
You could extend the discussion to explore the issue of price. Is the higher cost of
some brands justified in terms of quality and durability?
Do any other brands offer better value for money, in terms of quality / technical
superiority versus cost?
Before you begin …
You could ask students the following question.
Who are Otis?
Answer
They are an American-based, multinational manufacturer of lifts/elevators.
Otis were pioneers of elevators in the mid-19th century.
11 a
Students read the text and answer the question.
Answers
It’s a flat belt for lifting elevators which is used instead of a cable.
Compared with cables, the Gen2 system has a number of advantages.
Extension activity: more vocabulary
You could look at the meaning of some of the terms in Exercise 11a in more
detail.
belt = a drive belt – belts can have a flat or V-shaped section
cable = a rope made of metal wires – when used for lifting it is also called a wire
rope
coated = surrounded by another material – a coating
crowned machine sheave = a sheave is a wheel used in association with a belt,
often called a pulley; crowned – describes the section of the wheel, meaning it
has a ridge at either side to prevent the belt from coming off
hoistway = a vertical shaft inside a building which houses a lift (British English –
lift shaft)
b
Students match the words and synonyms.
Answers
2 e 3 b 4 f 5 c 6 a
c
Students complete the extract.
Answers
2
3
4
5
6
reduces
conventional
reduce
enhance
6 conventional
7 superior
8 eliminates
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UNIT 1 Technology in use Teacher’s Notes
Extension activity: more vocabulary
You could look at the meaning of some of the terms in Exercise 11c in more detail.
gearless = has no gears – gears are cogwheels which mesh together to transfer
drive from one wheel to another
wear = progressive degradation due to normal use, for example vehicle tyres
cords = wires
machine room = a room in a building where machines, such as lift machinery, airconditioning units and water pumps are located – also often called a plant room,
plant being an alternative collective term for machines
d
Students complete the task in pairs.
12 a
Students complete the tips.
Answers
1 enhanced
2 reduced
3 eliminated
b
4 conventional
5 superior
1.4 Students listen and match the tips to the extracts.
Answers
1 c
c
2 b
3 a
4 d
Students complete the task and then listen again to check their answers.
Answers
2
3
4
5
d
dramatically
entirely
extremely
considerably
6 highly
7 exceptionally
8 significantly
Students match the words and synonyms.
Answers
1 entirely; totally
2 considerably; dramatically
3 exceptionally; highly
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7
Students complete the task in pairs.
Cambridge English for Engineering Cambridge University Press 2008 www.cambridge.org/elt/englishforengineering
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UNIT 1 Technology in use Teacher’s Notes
Extension activity: lift design (Resource sheet 1b)
Give students Resource sheet 1b. Students describe the advantages of lift
technology in pairs.
Suggested answers
1 This eliminates the risk of someone being trapped inside the lift and being
unable to call for help.
2 This reduces the temperature inside the lift during hot weather and offers
superior comfort.
3 This reduces waiting time, making the operation of the lifts more efficient by
allowing them to share the work. For example, if someone has called the lift
on the third floor and both lifts are ascending, the first lift can stop at the
third floor, while the second lift continues, without stopping, to a higher floor
(provided nobody already inside it has selected the third floor).
4 This means each lift has a shorter maximum travel distance, reducing waiting
times. Although people travelling the full height of the building have to change
lifts at mid-height, this inconvenience is outweighed by the superior overall
performance of the split-level system.
5 The 4-door system allows the doors to open twice as fast, enhancing entry and
exit speeds.
Simplifying and illustrating technical
explanations
Language note
You will find the following vocabulary useful in this section.
in simple terms, put simply, in other words, basically, effectively, essentially, what
we call … , what we refer to as … , if you imagine … if you picture … jargon
14 a
1.5 Students listen and answer the questions.
Answers
1 That you shouldn’t use jargon or it will sound like nonsense and that
technical concepts can be difficult to explain, even using everyday language
2 Explanations that are boring
3 Speaking to an adult as if you’re talking to a child
b
Students complete the task in pairs.
c
1.6 Students listen and compare the points made with their answers in Exercise
14b.
15 a
Students discuss the technical terms and try to interpret the jargon.
b
1.7 Students listen and make notes and then compare Richard’s explanations
with their own ideas from Exercise 15a.
c
1.7 Students listen again and compare the techniques Richard uses to simplify
and illustrate the technical terminology with the tips in Exercise 14c.
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UNIT 1 Technology in use Teacher’s Notes
d
Students complete the table.
Answers
1
2
3
4
put simply; in other words; basically
effectively; essentially; basically
what we call; what we refer to as
if you imagine; if you picture
e
Students complete the task in pairs.
16
Students rephrase the description. This could be prepared as a written exercise
with students then reading out their explanations to the group.
Suggested answer
There are two types of pile foundation: end-bearing piles and friction piles.
Essentially, end-bearing piles are used when you have soft ground which is on
top of hard ground or rock. Basically, the piles go through the soft ground and
sit on the hard ground below. It’s a bit like building over water. The soft ground
is like water, which can’t support anything, and the hard ground below it is like
the seabed. Put simply, the piles are like stilts. Friction piles are different. They’re
used when there’s no hard ground. In simple terms, the sides of the pile grip
the soft ground around them. If you picture a nail in a piece of wood, it’s the
same thing. The nail is gripped by the wood around it. Sometimes the bottoms
of friction piles are made wider. Imagine a leg with a foot at the bottom, it’s the
same principle.
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You could give students Resource sheet 1c to prepare individually.
Students complete the task in pairs, taking it in turns to be the guided tour host
and visitor. Although the items of technology being explained will not be visible,
the student who is listening should try to picture what is being described, and
should regularly rephrase their partner’s explanations, to check understanding.
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UNIT 1 Technology in use Teacher’s Notes
Background information and useful web links
Cambridge English for Engineering is designed to be used by engineers, technicians and
technical managers from all branches of engineering. The three main branches are:
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mechanical engineering ñ the design and production of machines, for example
engines, pumps, vehicle chassis, automated production lines
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electrical engineering ñ the design and assembly of electrical circuits and
components, for example power supply networks, electrical controls for automated
machines, electrical systems in vehicles
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civil/structural engineering ñ the design and construction of large structures, for
example skyscrapers, bridges, dams, tunnels.
There are also many more specialised branches of engineering, for instance,
manufacturing/process engineering (production lines / manufacturing plants),
automotive engineering (vehicles), aeronautical engineering (aircraft).
The specialised disciplines of engineering, and specific engineering projects, often
draw on two or more of the main branches. For example, cars and planes contain
both mechanical and electrical systems requiring mechanical and electrical engineers
to collaborate closely. Similarly, the design and construction of new power stations
requires intricate coordination between mechanical installations, for example turbines,
electrical equipment, for example generators and the civil engineering structures that
support and house them.
The fact that there is so much interfacing between engineering specialisations means
that, beyond the highly specific terminology of their own field, all engineers need to
speak the same general technical language, and possess the language skills commonly
used in technical conversations. Cambridge English for Engineering teaches this type
of language.
Describing technical functions and applications (pages 6 and 7)
This section deals with language for describing what appliances do and what they are
typically used for. The theme – global positioning systems (GPS) – represents a wellknown area of technology with a wide range of applications. The language covered
is relevant to describing the purpose of any technological application, whether an
individual component or a complex assembly in an electrical device or installation,
a mechanical assembly, a structure, a section of a production line, etc.
GPS
http://en.wikipedia.org/wiki/GPS
Explaining how technology works (pages 8 and 9)
This section focuses on verbs commonly used for describing how technology works in
general terms.
Space elevators
http://www.spaceelevator.com
http://www.howstuffworks.com/space-elevator.htm
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UNIT 1 Technology in use Teacher’s Notes
Emphasising technical advantages (pages 10 and 11)
This section reflects the importance of constant technical improvement and innovation
in a commercially competitive environment, a concept which is at the heart of all
branches of engineering. The underlying aim is to help students emphasise technical
advantages, and to sell their ideas, whether to clients, superiors or colleagues. The
theme – cutting-edge lift technology at Otis – provides both modern and historic
interest in terms of promoting technological progress.
Lifts
http://en.wikipedia.org/wiki/Elevator
http://www.youtube.com/watch?v=LblD4i2Dq4w
http://www.youtube.com/watch?v=DkWkgoeLZzU&feature=related
http://www.youtube.com/watch?v=wOacMrrieh4&feature=related
Simplifying and illustrating technical explanations (pages 12 and
13)
Engineers who specialise in specific technical fields often liaise with colleagues from
other branches of engineering, and frequently have to deal with generalist project
managers, and non-technical superiors and customers. In such cases, it is essential to
be able to explain and illustrate technical concepts in clear, simple terms. This section
focuses on this important skill. It should be noted that the specialised terms for
describing pile foundations in this section are dealt with, not as target language, but
to exemplify the phrases and techniques used for simplifying and illustrating technical
terminology.
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Professional English
Cambridge English for
Engineering
UNIT 1
TEACHER’S NOTES
Technology in use
Resource sheet 1a
12
Make notes on the product you have chosen to help you describe it to your
partner.
Name of product
Application
(what the product is used for)
Functions and features
(what the product does and has)
Useful language
The product’s main use is ...
The main users of the product are ...
The product is used to ...
It’s used for ...ing
It’s useful for ...ing
(The product) enables you to ...
(The product) allows you to ...
(This feature) ensures that ...
(This feature) prevents ... from ...ing
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Professional English
Cambridge English for
Engineering
UNIT 1
TEACHER’S NOTES
Technology in use
Resource sheet 1b
The concepts below have been introduced over the years to enhance the
operation of lifts. With a partner, describe the advantages offered by each
system.
1 Equip the lift car with an alarm button and an intercom system.
2 Equip the lift car with air-conditioning.
3 Instead of installing one large lift, install two smaller lifts, side by side, which run
independently but are both managed by the same call buttons in the lobby on
each floor of the building.
4 In very tall buildings, instead of having lifts which run the full height of the
building, have two levels of lifts, with the first level serving the bottom half of the
building, and the second level serving the top half.
5 Instead of using a system of 2 sliding doors, 4 sliding doors are used, as below.
2-door system
4-door system
Lift car
Lift car
Useful language
This enhances ... This reduces ... This eliminates ... This offers superior ...
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Professional English
Cambridge English for
Engineering
UNIT 1
TEACHER’S NOTES
Technology in use
Resource sheet 1c
14
Make notes on the product or type of technology to help you describe it to your
partner.
Technology
Function
Comparison with an everyday concept
Useful language
This is what we call a ... This is what we refer to as a ...
Basically/Effectively/Essentially , it’s (like) a ...
In other words ... In simple terms ... Put simply ...
If you imagine a ... If you picture a ...
Cambridge English for Engineering Cambridge University Press 2008 www.cambridge.org/elt/englishforengineering
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Professional English
Cambridge English for
Engineering
UNIT 2
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TEACHER’S NOTES
Materials technology
Describing specific materials
Categorising materials
Specifying and describing properties
Discussing quality issues
Go to page 25 for essential background information and useful web links.
Describing specific materials
Before you begin …
Ask students to suggest some examples of materials widely used in engineering.
Ask students what is meant by recycling. How does recycling affect engineering
design?
Answer
Increasingly, engineers need to design in recycling – planning for how
assemblies will be disposed of.
Language note
You will find the following vocabulary useful in this section.
aluminium, bronze, copper, glass, lead, iron, ore, plastic, rubber, steel, stainless
steel, timber, hardwood, softwood, zinc
1
Students complete the task in pairs.
Suggested answers
Scrapping cars
A lot of metal, notably steel, can be recycled. Intact parts can be recovered and
resold. Oil, brake fluid and battery acid are potential pollutants which need to be
disposed of carefully. Tyres are more difficult to recycle.
Recycling electronics
Heavy metals such as lead, cadmium and chromium are potential pollutants and
can also be recovered for recycling. The process of recycling electronic products
is quite difficult due to the difficulty of breaking up and separating very small
components.
Breaking up ships
Large amounts of steel can be recovered and recycled. Main pollutants are fuel oil
from tanks and asbestos which was widely used as an insulation material inside
ships.
Demolishing buildings
Structural steel can be recycled, concrete can be crushed and reused, for example
in asphalt for road surfacing, copper in electrical wires can be recovered and
recycled, good-quality bricks can sometimes be cleaned and reused. As with ships,
asbestos is often found, requiring special precautions for its removal. The main
difficulty is the time taken to demolish buildings meticulously.
15
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UNIT 2 Materials technology Teacher’s Notes
2 a
Students complete the headings.
Answers
2 Glass
3 Copper
4 Aluminium
5 Timber
6 Rubber
7 Plastic
Language note
British English = aluminium /{ljUmIni@m/ American English = aluminum /
@lumIn@m/
Extension activity: more vocabulary
You could look at the meaning of some of the terms in Exercise 2a in more detail.
magnetism = force of attraction
galvanised = coated with zinc (Zn) to prevent rusting
recyclable = can be recycled
chromium (Cr) and nickel (Ni) = metals added to steel to make stainless steel
traces = small quantities
scarcity = limited availability/rarity
insulation = both electrical insulation and thermal insulation
wire = single strand of metal
scrap = waste material intended for recycling
alloy = a mixture of metals sometimes containing a non-metal, for example
carbon (C) in steel
brass = an alloy of copper (Cu), zinc and, often, lead (Pb)
bronze = an alloy of copper and tin (Sn)
melting down = using heat to change the state of a substance from solid to liquid
energy-intensive = using a lot of energy
electrolysis = passing an electrical current through a liquid or solid in order to
separate chemical compounds
ore = mineral from which metal is extracted
hardwood = timber from deciduous trees
softwood = timber from pine trees
ironmongery = collective term for small metal items commonly used in buildings,
for example door handles, hinges, screws, nails
b
Students match the words and definitions.
Answers
2 a 3 b 4 f 5 d 6 h 7 e 8 g
Extension activity: pronunciation
Give students Resource sheet 2a and ask them to decide whether the sounds of
the sections in bold are the same or different. Check the pronunciation together.
Answers
2
3
4
5
6
7
8
9
16
ore; or = same
stainless /ləs/ steel; less /les/
galvanised /g{lv@nAzd/;van /v{n/
wood /wυd/; food /fud/
zinc; think = same
nickel /nIk@l/; well /wel/
chromium /kr@Umi@m/; from /frɒm/
lead /led/; lead /lid/
Cambridge English for Engineering Cambridge University Press 2008 www.cambridge.org/elt/englishforengineering
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UNIT 2 Materials technology Teacher’s Notes
c
Students complete the sentences.
Answers
2
3
4
5
with
from
from
with
6 of
7 of
8 from
d
Students complete the task in pairs. Students could focus on the materials
mentioned on the webpage on page 14, or other familiar materials. You could
give students Resource sheet 2b for extra help.
3 a
Check students’ understanding of environmentally friendly design (= designing
with environmental protection in mind), for example recycling, energy efficient,
avoiding pollution. Students discuss the ideas in pairs.
b
2.1 Students listen and complete the task.
Answers
The main point that Irina makes is that it’s important to consider the total
environmental impact of a product, including producing it (pre-use), using it (inuse) and recycling it (post-use). She gives the example of an energy-saving light
bulb.
c
2.2 Students listen and make notes.
Answers
Sophia and Pete’s ideas:
Pre-use: aluminium production (extraction from ore and recycling), coating steel
(galvanising), transporting and handling bulk material, cutting and welding
In-use: weight (impact on fuel consumption), lifespan (frequency of manufacturing)
d
Students complete the task in pairs. Students could look at audioscript 2.2 for
extra help and use the conversation as a model.
Suggested answers
Electrical wires in vehicles
For pre-use, as far as I know, it takes more energy to produce aluminium than to
produce copper, if it’s derived from ore. However, it takes less energy to transport
aluminium, because it’s lighter.
For in-use, I’m sure aluminium is better because it’s lighter, so the vehicle would
consume less fuel.
For post-use, both aluminium and copper can be recycled. I’d say it takes less
energy to handle and transport aluminium, because it’s lighter.
External walls in houses
For pre-use, it takes a lot of energy to produce bricks because they have to be
fired in a kiln. They’re also heavy to transport. Softwood is lighter to transport,
and I’d say it probably takes less energy to saw it and handle it, compared with
making bricks. During construction, building with bricks uses more energy, as
sand and cement have to be transported and mixed to make mortar.
For in-use, wood is a better insulator than brick which is an advantage, as the
house should take less energy to heat. In theory, softwood could last as long as
bricks, if it’s properly maintained. But in practice, that will often not be the case.
So, construction energy could sometimes be higher for softwood, as houses need
to be rebuilt more often.
For post-use, it’s possible to recover both bricks and softwood for re-use, but
neither is very easy to recycle.
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UNIT 2 Materials technology Teacher’s Notes
Categorising materials
Language note
You will find the following vocabulary useful in this section.
compound, exotic (material), ferrous, non-ferrous, ceramic, alloy, metallic, nonmetallic, polymer
consist of, comprise, made of, made from, made out of
4
Before you begin …
Ask students to explain what is meant by categorising materials (= putting
materials into different categories/types). Ask students to give some examples
of different categories of materials and one or two specific materials to illustrate
each category, for example metals – steel and copper.
Students complete the task in pairs.
Suggested answers
1 Brakes are designed to slow down vehicles or moving parts. Often they
work through friction, by applying pressure to pads which are pressed against
the sides of a disc, the inside of a drum, or directly against a wheel rim.
Alternatives include systems that use electromagnetic force, systems that
exploit the braking effects of engines or flywheels (via clutches and gearboxes),
aerodynamic braking systems (for example spoilers on aircraft, parachutes on
dragsters), and reverse thrusters on jet engines. Brake discs are often made
of ferrous metals (iron-based – for example steel), or sometimes ceramic
materials.
2 Examples of materials used to make pads include: compounds of advanced
materials (cars), ferrous metals (trains), rubber (bicycles), ceramics
(performance cars).
5 a
Students read the article and answer the question.
Answers
Green refers to ecological issues. Red refers to heat (red hot means very
hot). Also, a hot topic is a current important topic.
b
Students complete the task in pairs.
Answers
1 Because they use friction, which wastes energy as heat
2 They recover heat and use it to power the car.
3 The ability to generate high levels of friction, and to resist the effects of friction
and consequent heat
4 Heat from the engine being absorbed by the chassis, which can damage
sensitive parts such as electronic components and plastic parts
c
Students match the materials and descriptions.
Answers
2 g 3 b 4 f 5 d 6 a 7 e
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UNIT 2 Materials technology Teacher’s Notes
Extension activity: metals (Resource sheet 2c)
Give students Resource sheet 2c. Students complete the table in pairs.
Answers
Metals: bronze, copper, iron, steel
Alloys: bronze, steel
Non-metals: glass, nylon, synthetic rubber
Ferrous metals: iron, steel
Non-ferrous metals: aluminium, bronze, copper
Polymers: nylon, synthetic rubber
Ceramics: glass
Extension activity: more vocabulary
You could look at the meaning of some of the terms in Exercise 5a in more detail.
automotive = related to vehicle design and manufacturing
kinetic energy = energy in the form of movement, for example a spinning wheel
deceleration = reducing speed
acceleration = increasing speed
asbestos = a fibrous material derived from rock that was used as an insulating
material; it is no longer used as it damages the lungs if the fibres are inhaled
composite = combined materials, consists of a bulk material called a matrix,
reinforced with fibres or bars, for example glass-reinforced plastic = plastic
matrix with glass fibres
non-hazardous = not dangerous
exhaust = system for evacuating smoke or gases, for example from an engine
d
6 a
Students complete the task in pairs.
Students complete the task.
b
Students complete the task in small groups.
Before you begin …
Look at the meaning of the following terms.
insulation = a protective material which does not conduct electricity
waterproof membrane = thin layer of material which acts as a barrier to prevent
water passing
armoured = covered with a very strong protective layer
conductor = material which conducts electricity
c
d
Students complete the task.
2.3 Students listen and check their answers to Exercise 6c.
Answers
1 c 2 b 3 d 4 a 5 e
e
Students match the parts of the cable and the materials. Students can use
audioscript 2.3 for extra help.
Answers
1 b; c 2 d; e 3 d 4 e 5 a; b; c
7
19
Students complete the task in pairs or small groups.
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UNIT 2 Materials technology Teacher’s Notes
Specifying and describing properties
Language note
You will find the following vocabulary useful in this section.
elasticity, toughness, abrasion resistance, thermal stability, lightweight, durable
ideally, obviously, the key requirement, the last thing you want is …, a good
degree of …
8 a
Before you begin …
Ask students to explain what is meant by properties of materials and to give
some examples of properties of specific materials, for example steel (tough),
polystyrene (lightweight).
Students complete the task in pairs.
b
Students read the article in pairs and compare their answers in Exercise 8a.
c
Students find the words in the text to match the definitions.
Answers
2
3
4
5
abrasion resistance
thermal stability
durable
lightweight
Extension activity: adjectives and nouns (Resource sheet 2d)
Give students Resource sheet 2d. Students complete the table in pairs. You could
also look at rigid and rigidity, as opposites of elastic/flexible, elasticity/flexibility.
Answers
1
2
3
4
5
6
9 a
toughness
elastic; elasticity
abrasion-resistant; abrasion resistance
thermally stable; thermal stability
durable; durability
light; lightness
7
8
9
10
11
fragile; fragility
flexible; flexibility
heavy; heaviness
brittle; brittleness
rigid; rigidity
Students match the automotive parts and descriptions.
Answers
1 c 2 e 3 b 4 a 5 d
b
Students complete the extract.
Answers
1 tyres
2 drive belts
3 brake pads
20
4 bullet-resistant armour
5 sealing gaskets
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UNIT 2 Materials technology Teacher’s Notes
c
Students complete the task in pairs.
Suggested answers
In tyres, puncture and tear resistance help to stop punctures and
blowouts and abrasion resistance helps the tyre to last longer. In drive belts, high
elasticity allows belts to fit tightly and abrasion resistance helps them resist the
friction caused by the belt turning. In brake pads, abrasion resistance helps the
pads to last longer and thermal stability helps them resist the heat generated
during braking. Kevlar® helps make bullet-resistant armour, which is generally
heavy, more lightweight, which is better for the vehicle’s performance. Kevlar®
makes sealing gaskets durable and its thermal stability allows them to resist heat
– for example, in engine cylinder heads – and its chemical stability means gaskets
are not affected by engine fluids such as fuel, lubricating oil and coolant liquids.
Extension activity: more vocabulary
You could look at the meaning of some of the terms in Exercise 9b in more detail.
puncture (n) = hole causing a leak of air or liquid, for example in a tyre
tear /te@(r)/ resistance = resistance to tearing (a sheet of material being pulled
apart)
tension = a stretching force
revolution = one turn of something, a wheel for example
lifespan = the length of time for which a person, animal or thing exists – this also
describes how long mechanical components last
frictional forces = resistance when two surfaces rub together
pulp = a mass of small particles or fibres, mixed together
handling = how a vehicle responds to control inputs from the driver, for example
to steering, throttle and brakes when it is driven
chemical stability = resistance to damage from chemical substances
galvanic corrosion = corrosion caused when two different types of metal are in
direct contact with each other
10 a
2.4 Students listen and answer the questions.
Answers
1 At the dentist’s
2 The tool is a dental drill.
3 Titanium can be used for the handle, and tungsten-carbide and diamond for
the bur.
b
2.4 Students complete the extracts and then listen again to check their answers.
Answers
1 lightweight
2 abrasion resistance
c
3 durable
4 thermal stability
Students match the words and phrases and the synonyms.
Answers
1 b 2 a 3 e 4 c 5 d
Before you begin …
Discuss what is meant by hand tools (= tools that are held in the hand and are
not powered). Ask students to give some examples of hand tools, for example
hammer, saw, screwdriver, pliers.
11 a
Students complete the task in pairs.
b
Students complete the task in pairs.
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UNIT 2 Materials technology Teacher’s Notes
Discussing quality issues
Language note
You will find the following vocabulary useful in this section.
water-resistant, corrosion-resistant, shock-resistant, abrasion-resistant, resistance
extremely, exceptionally, tremendously, quite, fairly, pretty, relatively, not very,
not particularly, not (all) that, insufficiently, not adequately, not at all
Before you begin …
Ask students to explain what is meant by quality and to give some examples of
technical products/brands, for example cars, work tools, mobile phones, or TVs,
that have a reputation for good quality. What makes the products stand out from
the competition? Why are they better from a technical standpoint? You could also
ask students to explain what is meant by value for money and bring the issue
of cost into the discussion. For the products mentioned, are prices significantly
higher? Is higher quality worth a higher price?
12
Students answer the questions in pairs.
Suggested answers
1 Examples of situations used in advertising include motor racing, water
sports such as surfing and diving, and aviation.
2 The intended message is that watches are accurate and are resistant.
3 Higher quality watches keep good time; are resistant to water and shocks; and
are made from more expensive, better-looking materials.
4 Describing something as water-resistant suggests it can resist water up to a
certain limit, for example to a certain depth or pressure. Describing something
as waterproof suggests it gives unlimited protection from water.
13 a
2.5 Students listen and complete the notes.
Answers
1 corrosion resistance
2 water resistance
b
3 scratch resistance
4 shock resistance
Students complete the task in pairs.
Extension activity: more vocabulary
You could look at the following terms and discuss the difference between resistant
and retardant. Some materials cannot resist the effects of flames indefinitely
and therefore only have a retarding [delaying] effect. Ask students to think of
examples for each one.
chemical-resistant heat-resistant fire-resistant flame-retardant
14 a
2.5 Students listen to the recording again and answer the questions.
Answers
1 Watch materials are sometimes chosen for marketing reasons, not
technical reasons.
2 They considered using submarine-grade steel in some models even though
water resistance actually depends on the joints and seals, not the metal used.
3 Many good watch-making materials are either ordinary, or complex, and so
are not very marketable.
4 Consumers are not technical experts, and make choices based on their
impressions, rather than on factual information.
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UNIT 2 Materials technology Teacher’s Notes
b
Students complete the task in pairs.
Answers
1
2
3
4
5
6
7
8
c
T
T
F – it needs a protective coating.
F – he says it’s fairly poor in terms of looks.
F – no – for the reasons given above.
F – inadequate materials have never been chosen for marketing reasons.
T
F – complicated names are not good for marketing.
2.6 Students listen and underline the stressed syllable.
Answers
2 exceptionally resistant
3 not at all suitable
4 tremendously marketable
d
5 relatively complex
6 not all that good
Students complete the table.
Answers
1
2
3
4
5
extremely, exceptionally, tremendously
quite, fairly, pretty, relatively
not very, not particularly, not (all) that
not enough, insufficiently, not adequately
definitely not, not at all
Extension activity: marketability
Ask the students to give their views on how marketable the following materials
are.
steel stainless steel cast iron titanium plastic aluminum/aluminium
concrete copper
Encourage them to use language from Exercise 14d. Since the answer depends
partly on the application in question, discuss examples of products and uses
where some of the materials are viewed positively by customers.
15
Students complete the task in pairs.
Suggested answers
Steel is relatively heavy and very tough. It is pretty scratch-resistant and shockresistant. Mild steel is not very corrosion-resistant but stainless steel has good
corrosion resistance and is therefore suitable for watches. Glass is quite heavy and
is water-resistant and corrosion-resistant. Ordinary glass is very brittle and has
fairly poor shock resistance and scratch resistance, although it is still suitable for
watches. Toughened glass is more durable. Aluminium is relatively lightweight and
is fairly tough. It has good corrosion resistance. It is therefore suitable for watches.
Titanium is exceptionally lightweight and tough and has excellent abrasion
resistance. It is also extremely corrosion-resistant and is therefore an excellent
watch material. Gold is extremely heavy and pretty tough, although softer grades
of gold have quite poor shock resistance and scratch resistance. Gold has excellent
corrosion resistance. It is suitable for more expensive, decorative watches.
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UNIT 2 Materials technology Teacher’s Notes
16
Students complete the task in small groups.
Extension activity: the company’s products
If your students are in work, you could ask them to talk about the quality of their
company’s products compared with those of the competition. This could include
the issue of cost, and also perceived quality. Are customers’ perceptions of the
company’s products accurate?
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UNIT 2 Materials technology Teacher’s Notes
Background information and useful web links
Describing specific materials (pages 14 and 15)
This section focuses on commonly used engineering materials. This topic is central
to all branches of engineering as any given branch of engineering uses a wide range
of different materials. The context of recycling reflects the increasing importance of
environmental considerations in engineering design.
Categorising materials (pages 16 and 17)
This section extends the topic of materials by looking at categories of engineering
materials. The language is useful for understanding and describing the vast array
of materials used in modern technology, such as conductors, insulators and semiconductors in electrical engineering, and composite materials and alloys in mechanical
and civil engineering.
Specifying and describing properties (pages 18 and 19)
This section deals with the physical properties of materials, from the point of view of
describing properties, as well as specifying what properties are required/desirable for
a given application. In all fields of engineering, materials are selected for their specific
properties. Specifying required properties is therefore central to engineering design.
Kevlar
http://www2.dupont.com/Kevlar/en_US/
http://www2.dupont.com/Kevlar/en_US/assets/downloads/KEVLAR_Technical_Guide.pdf
Discussing quality issues (pages 20 and 21)
In dealing with the topic of quality, this section covers language for describing degree
(exceptionally, not particularly, etc.) This provides a skill-based extension of the
previous section, allowing the properties of materials to be qualified (exceptionally
tough, not particularly durable, etc.)
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UNIT 2
TEACHER’S NOTES
Materials technology
Resource sheet 2a
Are the sounds in bold the same or different?
26
1 steel
steal
2 ore
or
3 stainless steel
less
4 galvanised
van
5 wood
food
6 zinc
think
7 nickel
well
8 chromium
from
9 lead (metal)
lead (be ahead)
the same different
3
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UNIT 2
TEACHER’S NOTES
Materials technology
Resource sheet 2b
27
Material
Made from
Recyclable?
Steel
Iron (from iron ore)
Carbon (from coal)
Yes – can be melted down and iron
recovered for reuse
Natural rubber
Latex (from trees)
Not easily – tyres can be ground into
crumbs (small lumps) for use in other
materials
Glass
Silicon (from sand)
Yes
Bronze
Copper (from copper ore)
Tin (from tin ore)
Yes – can be melted down and metals
separated
Brass
Copper (from copper ore)
Zinc (from zinc ore)
Yes – can be melted down and metals
separated
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UNIT 2
TEACHER’S NOTES
Materials technology
Resource sheet 2c
Complete the table using the materials in the box. You will need to use each
material more than once. Add any other examples you can think of.
aluminium/aluminum bronze copper glass iron nylon steel synthetic rubber
Material category
Examples of specific materials in the category
Metals
aluminium/aluminum
Alloys
Non-metals
Ferrous metals
Non-ferrous metals
Polymers
Ceramics
28
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UNIT 2
TEACHER’S NOTES
Materials technology
Resource sheet 2d
Complete the table with adjectives and nouns. Underline the stressed syllables.
Adjective
Noun
1
tough
toughness
2
elastic
3
resistance
4
stability
5
durable
6
light
7
29
fragility
8
flexible
9
heavy
10
brittle
11
rigid
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UNIT 3
l
l
l
l
TEACHER’S NOTES
Components and assemblies
Describing component shapes and features
Explaining and assessing manufacturing techniques
Explaining jointing and fixing techniques
Describing positions of assembled components
Go to page 39 for essential background information and useful web links.
Describing component shapes and features
Language note
You will find the following vocabulary useful in this section.
layout, laid out, profile, configuration
circular, rounded, rectangular, cylindrical, linear, triangular
The nouns and adjectives are usually different (a rectangle / a rectangular shape, a
cylinder / a cylindrical shape), but there are exceptions (a square / a square shape,
an oval / an oval shape).
Before you begin …
Ask students to explain what is meant by components and assemblies and the
connection between the two. You could focus on cars as a familiar example. A
component is an individual part, such as the wheel of a car. An assembly is a
number of components that have been put together/assembled. For example,
a car engine is an assembly, assembled from hundreds of components such as
pistons, shafts, electronic components, etc.
Ask students to explain what is meant by shapes and features. You could hold up
the course CD as an example to illustrate the terms. It’s a circular shape. One of
its features is a hole in the centre.
1
2 a
Students complete the task in pairs. Alternatively, this discussion could be done
before students open their books. Read out the rubric and ask students to work
in pairs before reporting back to the group.
3.1 Students listen and summarise the project.
Answer
The aim of the project is to formulate a policy that will state which plug
and socket configurations their company recommends, and explain the technical
reasons why they are recommended.
b
Students complete the task in pairs.
Answers
The profile of the pins means the shape of the individual pins, for example
a rectangular cross-section or a circular cross-section.
A standard configuration means a uniform arrangement, for example in a given
country all plugs have a standard layout – they all exactly the same.
30
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UNIT 3 Components and assemblies Teacher’s Notes
c
3.2 Students listen and match descriptions and pictures.
Answers
a 6 b 4 c 1 d 5 e 2 f 3
Before you begin …
Look at the meaning of the following terms in relation to a mains electrical
circuit.
live = the wire through which current flows into an appliance
neutral = the wire through which current flows out of the appliance
earth = the electrical connection between the circuit and the ground
live also means a circuit is energised, i.e. that current is flowing around the circuit.
d
3.2 Students complete the phrases and listen again to check their answers.
e
3.3 Students listen and underline the stressed syllable.
Answers
rectangle; rectangular; triangle; triangular; cylinder; cylindrical; line; linear
Extension activity: shapes (Resource sheet 3a)
Give out Resource sheet 3a – a consolidation activity for shapes and adjectives.
Answers
2
3
4
5
3 a
square; square
triangle; triangular
circle; circular
oval; oval
6 cylinder; cylindrical
7 cube; cuboid
8 line; linear
3.4 Students listen and answer the question.
Answer
Picture b
b
3.4 Students complete the extracts and listen again to check their answers.
Answers
2 ridges; grooves; recessed; flush with; set back
3 pins
c
4 a
Students complete the task in pairs.
3.5 Students listen and make notes.
Answers
1 Advantages: The plug resists pullout forces. Nothing can touch the
pins if the plug is partially pulled out.
Disadvantages: It’s difficult to pull out.
2 Advantages: Children can’t stick things in the socket.
Disadvantages: If the mechanism is too sensitive, it can be difficult to insert
the plug.
b
31
Students complete the task in pairs.
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UNIT 3 Components and assemblies Teacher’s Notes
Explaining and assessing manufacturing
techniques
Language note
You will find the following vocabulary useful in this section.
drill, mill, saw, shear, flame-cut, grind, cast, hammer
guillotine, punch, hole-saw, (toothed) blade, abrasive wheel, cutting wheel, kerf
5
Before you begin …
Ask students to explain what is meant by manufacturing (= producing things
in large numbers). You could look at related words, for example manufacturer,
factory (British English) / plant (American English), production line, mass produce,
mass production.
Students complete the task in pairs.
Language note
Often, the names of tools (nouns) are exactly the same as the verbs that describe
their function, for example to saw with a saw, to drill with a drill, to hammer with a
hammer. The concept of verbing (making verbs from nouns) is common in industry
when describing the functions of highly specific tools and machines, for example
to diamond drill (using a diamond drill), to jackhammer (using a jackhammer/
pneumatic breaker), to crane (lift using a crane). Sometimes, however, the nouns
that describe tools and machines differ from the verb describing their actions, as
the noun ends with -er, for example to grind with a grinder, to power wash with a
power washer.
6 a
3.6 Students listen and answer the questions.
Answers
1
2
3
4
5
6
b
T
F – casting is a different discipline
F – it’s a slang term
F – work involving abrasives is noisier
T
T
Students complete the extract.
Answers
1 Sawing
2 Shearing
3 Drilling
c
4 Milling
5 Flame-cutting
Students complete the definitions.
Answers
2 guillotine
3 kerf
4 toothed blade
32
5 abrasive wheel
6 hole-saw
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UNIT 3 Components and assemblies Teacher’s Notes
Extension activity: more vocabulary
You could look at the meaning of some of the terms in Exercise 6b in more detail.
hardness = a material’s resistance to abrasion
toughness = a material’s resistance to breaking when subjected to tension
(stretching) or bending
thermal properties = a material’s characteristics at different temperatures
thermal stability = a material’s ability to behave consistently at different
temperatures (important because cutting processes such as sawing and grinding
generate heat, which can damage thermally sensitive materials)
electrical properties = a material’s ability to conduct electricity and its behaviour
when an electric current passes through it (important because some cutting
processes use an electric arc, only suitable with materials that are effective
electrical conductors – i.e. metals)
edge quality = the degree of smoothness of the edge of a material after it has
been cut (important because some techniques produce smoother cuts than
others)
production volume = the amount produced (usually by a factory) (important
because some cutting techniques are relatively time-consuming, making them
unsuitable for mass production)
cutting wheel = an abrasive or toothed wheel designed to cut materials (note
that milling machines use toothed metal cutting wheels to progressively shave
thin layers of metal from the surfaces of components producing swarf = metal
shavings produced by milling machines)
grinding = using an abrasive wheel to grind away the surface, producing hot
particles of molten metal due to heat from friction in the form of sparks
combustible = can be burned
7 a
Before you begin …
Ask students to explain what is meant by high-pressure waterjet cutting (=
cutting materials using extremely powerful jets of water) and heat distortion (=
changes in the shape of a component, due to heating).
Students complete the task in pairs.
Answers
secondary operations: additional machining, such as polishing
net-shaped parts: parts with accurately cut edges; often intricate shapes
heat-affected zone: the area modified by high temperatures (resulting from the
heat of cutting)
mechanical stresses: physical forces such as shear forces when sawing or
guillotining metal
narrow kerf: narrow thickness of material removed during cutting; especially easy
to do with waterjet cutting
tightly nested: when several components are cut from the same piece of material
the components can be placed close together, making better use of the material
b
3.7 Students listen and match the phrases to the extract. Ask students to
explain what is meant by abrasive waterjet (= adding an abrasive powder to the
water to increase its cutting power). You could ask students to suggest what sort
of material the powder might be. For example, garnet is a type of rock widely
used in abrasive materials. Garnet paper is also called sandpaper in everyday
English.
Answers
1 net-shaped parts
2 heat-affected zone
33
3 mechanical stresses
4 narrow kerf
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UNIT 3 Components and assemblies Teacher’s Notes
c
3.7 Students complete the extracts and listen again to check their answers.
Answers
1 especially good when
2 useless when
8
3 not the best solution
4 ideal for
Students complete the task in pairs.
Suggested answers
Drilling with a bit is good for cutting blind holes. Drilling with a hole-saw is ideal
for cutting timber.
Flame-cutting is perfect for cutting metals. It’s useless for cutting ceramics.
Grinding is perfect for cutting wide kerfs. It’s totally unsuitable if you don’t want a
heat-affected zone.
Guillotining is especially good for cutting thin materials. It’s not particularly
suitable for cutting thick materials.
Milling is especially good for cutting metals. It’s totally unsuitable for cutting
timber.
Punching is suitable for cutting through holes. It’s useless for cutting blind holes.
Sawing is ideal for cutting straight edges. It’s not so good if you need to cut curved
edges.
Waterjet cutting is ideal if you need curved edges. It’s not so good for cutting very
thick materials.
Explaining jointing and fixing techniques
Language note
You will find the following vocabulary useful in this section.
bolt, screw, rivet, clip, weld, adhesive, bond, glue, join, connect, fix
… to / on / onto / together / each other
9
10 a
Students complete the task in pairs. For ideas, they could look around the room
and identify different joints used in the furniture, fittings and fixtures.
3.8 Students listen and answer the questions.
Answers
1 To involve their suppliers more actively in design
2 Doing a lot of work for no return and covering costs
3 They want to work with fewer suppliers, so there would be more work.
b
Students complete the table.
Answers
1 Mechanical fixings: screw, rivet, clip
2 Non-mechanical fixings: weld, adhesive
c
Students label the pictures.
Answers
1 weld
2 bolt
3 adhesive
34
4 screw
5 rivet
6 clip
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UNIT 3 Components and assemblies Teacher’s Notes
Note
There are two main types of welding:
• gas welding – often using a mixture of oxygen gas and acetylene gas,
commonly referred to as oxy-acetylene or oxy-fuel (this technique can also be
used for cutting metal)
• arc welding – using an electrical supply to generate an electric arc, which
generates a high temperature
d
Students match the connections and groups.
Answers
1 joining; fixing
2 bolting; riveting
3 bonding; welding; gluing
Extension activity: more vocabulary
You could look at the similarities/differences between the nouns and verbs used
to describe joints. Elicit the verbs from the nouns, or vice versa, checking for the
following four common mistakes.
Noun
Verb
a bolt
to bolt
a screw
to screw
a connect connection
to connect
a rivet
to rivet
a clip
to clip
a bond
to bond
some glue
to glue
some adhesive
to adhesive adhere
a weld
to weld
a fix fixing
to fix
a join joint
to join
11 a
Students complete the questions.
Answers
1 together
2 each other
b
3 on
4 to/onto
Students complete the extract.
Answers
1 on
2 each other
3 together
c
4 onto/to
5 to
Students answer the questions in pairs.
Answers
1 Main advantage: They can be removed easily.
Main disadvantage: They can work loose.
2 It can’t be removed easily.
3 Fixings can be inadequately tightened. Adhesives can be used on improperly
prepared surfaces. Welds can be flawed.
35
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UNIT 3 Components and assemblies Teacher’s Notes
Extension activity: more vocabulary
You could look at the meaning of some of the terms on the webpage in more
detail.
disconnected = the opposite of connected­, can describe a joint and also an
electrical connection/supply
tightly = the opposite of loosely. If a bolt is tight it has been turned with a large
amount of force
vibration = shaking at a high frequency
flawed welds = the presence of small, bubble-like air pockets inside the mass of
welded metal reducing the strength of the weld. Where quality is critical, welds
are sometimes x-rayed to check for flaws
12 a
Students complete the task in pairs.
Suggested answers
1 In early aircraft, timber frames were joined together with adhesive /
glued together, or screws / screwed together.
2 In jet aircraft, alloy body panels are joined together with rivets / riveted
together.
3 In aircraft cabins, the seats are fixed to the floor with bolts / bolted to the
floor.
4 In aircraft cockpits, the windshield is bonded to the fuselage with adhesive /
glued to the fuselage.
b
Students complete the task in pairs.
Describing positions of assembled components
Language note
You will find the following vocabulary useful in this section.
above, adjacent to, alongside, below, beneath, beside, inside, next to, outside,
over, underneath, within
contain, insert, locate, position, project, situate, suspend
Before you begin …
Ask students to explain what is meant by relative positions (= positions of things
related to / in relation to other things). You could focus on a chair as a familiar
example. Ask students to explain the relative positions of the main components
– legs, seat, backrest, armrests. For example, the legs are below the seat, the
backrest is above the seat, the armrests are above the seat, at the sides.
13 a
Students complete the task in pairs. Alternatively, this discussion could be done
before students open their books. Write Larry Walters and the flying garden
chair, or ‘Lawnchair Larry’ Walters (the latter term is generally used in media
articles about Larry Walters) on the board. Ask students to guess what real event
this headline could be about.
b
Students match the questions and paragraphs.
Answers
a 2 b 3 c 4 d 1
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UNIT 3 Components and assemblies Teacher’s Notes
c
Students answer the questions.
Answers
a
The balloons climbed faster than expected, then entered controlled
airspace adjacent to an airport.
b A rope tangled with a power line, then Mr Walters was arrested.
c The modern equivalent, cluster ballooning, is not a mainstream sport, but is
becoming more popular.
d A garden chair, helium-filled weather balloons and ropes
14 a
Students label the diagrams.
Answers
a over
b below; beneath; underneath
c alongside; adjacent to; beside
b
d around
e outside
f inside; within
Students complete the sentences.
Answers
1 above
2 around
3 in
c
4 within
5 beneath
Students complete the descriptions. Students could use the article for extra help
as the words are there.
Answers
2 inserted
3 situated
4 suspended
d
5 located
6 projecting
7 positioned
Students answer the question.
Answers
located; situated
Extension activity: more vocabulary
You could look at the meaning of some of the words in the article in more detail.
cluster = group, situated close together
helium (He) = a gas less dense than air
In early airships, hydrogen (H) was used but it is highly flammable and explosive
when mixed with large amounts of air. Helium has the advantage of being inert
i.e. it does not burn or react with other substances and is therefore safer.
bumper / fender (American English) = a buffer protecting car bodywork at front
or rear
makeshift = put together quickly or in an amateur way, often a temporary
assembly
airgun = a gun that fires pellets propelled by compressed air
lift = upward force
controlled airspace = areas, mostly around airports, where pilots cannot fly
unless they are being directed by air traffic controllers
37
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UNIT 3 Components and assemblies Teacher’s Notes
Before you begin …
Look at the meaning of the following terms.
paragliding = using a parachute to take off and fly, usually from a slope on a hill or
mountain
harness = equipment that fastens securely around the waist and legs, used in sports
such as climbing, parachuting and bungee jumping
ballast = material used to add weight, i.e. to counteract lift
ropes = lines which have a circular cross-section
straps = lines which have a flat cross-section
cable tie = plastic band used to fix cables together, usually with a toothed surface
which is pulled through a sleeve – a mechanism in the sleeve allows the strap to travel
only one way, so that the tie can be tightened, but cannot be loosened
tape = adhesive band
15 a
Students complete the task in pairs.
Answers
See audioscript 3.9 on pages 88 and 89
b
3.9 Students listen and summarise the issues.
Answers
1 It’s pretty time-consuming to assemble.
2 Cable ties are fastened around the bottoms of the balloons, to fix them to the
ropes.
3 The balloons are attached to ropes of different lengths, which are attached in
groups to straps, like the branches of a tree.
4 Water is carried in bags, as ballast. Taps on the bags are used to release water.
5 The balloons can be released one by one.
6 The balloons can’t be released one by one.
c
Students complete the task in pairs.
Suggested answers
The helium could be contained within a smaller number of larger balloons.
The balloons could be made of stronger material than weather balloons, and
could be permanently fastened to the ropes or straps. This would make the
balloon cluster faster to put together and inflate. Two or three of the balloons
could have valves, allowing helium to be released during the flight. This would also
allow the balloons to be deflated after the flight, so that they could be reused.
38
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UNIT 3 Components and assemblies Teacher’s Notes
Background information and useful web links
Describing component shapes and features (pages 22 and 23)
The aim of this section is to deal with essential language for describing twodimensional and three-dimensional components and assemblies. Discussions using
this type of language are commonplace in technical occupations, both at design stage
(working out how components of different shapes and sizes will fit together), and
during production/assembly (resolving problems when components don’t fit together
exactly as designed).
Explaining and assessing manufacturing techniques (pages 24 and
25)
This section covers the terms used to describe different cutting and machining
techniques. Although the specific context is metalworking, many of the terms apply
to operations involving materials that are common in mechanical, civil and process/
manufacturing engineering. Within the logic of the overall unit, this section focuses on
the production of individual components.
UHP waterjet cutting
http://www.flowcorp.com/
http://fr.youtube.com/watch?v=ljV_DZhyK2U
Explaining jointing and fixing techniques (pages 26 and 27)
This section looks at ways of fixing components together to form assemblies,
representing a logical extension of the previous section on forming and machining
individual components.
Describing positions of assembled components (pages 28 and 29)
This section further extends the theme of assembled components by dealing with
language for describing the positions of components, relative to one another. Students
at this level should already know some of the words, such as next to and inside.
However, these are covered, as they are useful for teaching new synonyms.
Cluster ballooning
http://www.clusterballoon.org/
39
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Professional English
Cambridge English for
Engineering
TEACHER’S NOTES
UNIT 3
Components and assemblies
Resource sheet 3a
Describe the shapes.
rectangle .
It’s rectangular .
1 This is a
2 This is a
It’s
.
.
3 This is a
It’s
.
.
4 This is a
It’s
.
.
5 This is an
It’s
.
.
6 This is a
It’s
.
.
7 This is a
It’s
.
.
8 This is a
It’s
40
.
.
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Professional English
Cambridge English for
Engineering
UNIT 4
l
l
l
l
TEACHER’S NOTES
Engineering design
Working with drawings
Discussing dimensions and precision
Describing design phases and procedures
Resolving design problems
Go to page 52 for essential background information and useful web links.
Working with drawings
Language note
You will find the following vocabulary useful in this section.
drawing, cross-section / section, elevation, exploded view, note, plan, schematic,
specification
dimension, scale, to scale (drawn to a scale), scale off (measure from), full-scale,
(one) to (five)
1
Before you begin …
Ask students to explain what is meant by design (= the collective word for all the
information that’s given in order to produce or build something) and drawing (=
a type of picture that has been drawn in order to present design information).
In engineering, most designs consist of a set of several drawings. You could
discuss the fact that in general English, design is also used in an artistic sense,
for example fashion design and interior design. In engineering, the term has a
technical meaning, for example design engineer, design calculations, design team,
design phase, design fault.
Students complete the task in pairs.
Answers
For the design of a large cruise ship, several hundred drawings would
need to be produced. These would include general arrangement drawings, such
as plans of the overall layout of each deck, elevations of the sides of the ship,
and cross-sections through the ship at different points. Notes on these general
arrangement drawings would then refer to more detailed drawings of assembly
details. As well as being divided into small-scale general arrangement drawings
and larger-scale details, the drawings would also be organised into different
specialisations, such as structure, electrical power circuits, lighting circuits, water
supply, air-conditioning, lifts, fire sprinkler systems, engine installations, etc.
2 a
4.1 Students listen and answer the questions.
Answers
1 Part of a staircase (Staircase 3, Deck C)
2 The number of panels, and their size
41
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UNIT 4 Engineering design Teacher’s Notes
b
Students complete the definitions.
Answers
2 elevation
3 exploded view
4 cross-section
c
5 schematic
6 note
7 specification
Students complete the table.
Answers
general arrangement: plan, elevation
detail: exploded view, cross-section
Language note
general arrangement drawing = shows the layout of a whole assembly or
structure, but does not give details of smaller individual components
detail drawing = shows one or more smaller components in detail
Usually, general arrangement drawings have notes on them which give references
to related detail drawings. For every general arrangement drawing, there are
usually several related detail drawings.
d
Students answer the questions.
Answers
1 elevation
2 cross-section
3 plan
3 a
4 schematic
5 exploded view
Students complete the task in pairs.
Answers
The scale is the ratio between the size of items shown on a drawing, and
their actual size (in reality). A scale rule has several scales, allowing dimensions to
be measured on a drawing, to determine the actual size.
b
4.2 Students listen and answer the questions.
Answers
1 The width of the panel at the top
2 That you shouldn’t scale off drawings. It’s mentioned because Pavel suggests
measuring the dimension on the drawings with a scale rule to find out the
actual dimensions
Note
The golden rule in engineering is not to scale off drawings. Although drawings
should be drawn to scale, there may have been inaccuracies in the drawing or
printing process, which could lead to inaccurate dimensions being measured,
especially in situations where dimensions need to be very precise. Generally, only
dimensions that have been specified in writing on the drawing should be used. If
dimensions are not specified, it is normal practice to request the information from
the engineer who produced the drawing.
42
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UNIT 4 Engineering design Teacher’s Notes
c
Students complete the extracts.
Answers
1 Is this drawing to scale? = Do the dimensions correspond with a scale?
2 It’s one to five. = The dimensions on the drawing are one fifth of their real
size.
3 … you shouldn’t scale off drawings … = You shouldn’t measure dimensions on
a drawing using a scale rule and take them to be exact.
4 … it’s actual size, on a full-scale drawing … = The dimensions on the drawing
are the same as their real size.
4
Students complete the task in pairs.
Answers
Types of drawing required: a plan showing the perimeter of the handrail
(possible scale 1:100); an elevation of a short length of the handrail (possible
scale 1:10); a section of the handrail (possible scale 1:10); details showing key
connections, such as those between handrail posts and deck, and top rail and
posts (possible scale – actual size). Specification: type of steel, types of welded
joint, types of bolt, type and colour of paint/coating, other materials such as
plastic surround to top rail
Extension activity: measurements and measuring systems
Ask students what millimetre is used to measure = a unit for dimensions, in
metric. Ask students to give some examples of other metric units commonly used
to give dimensions in engineering and to relate their values, for example:
10 millimetres = 1 centimetre
1,000 millimetres = 1 metre
Ask students which of the dimensions are used most often in engineering.
Millimetres are generally used as they are the most precise and practical unit.
Centimetres are not usually used in engineering, and metres are only used for
very large dimensions in civil engineering. For example, 65 cm would normally be
expressed as 650 mm, and 4.8 metres as 4 800 mm.
Ask students if they know any other system for measuring, apart from the metric
one. Do they know the missing words?
25.4 millimetres = 1 _______ (inch)
12 inches = 1 ________ (foot)
3 feet = 1 __________ (yard)
The other system is imperial which is used mainly in the United States. Although
the UK uses imperial units on road traffic signs and in many everyday contexts,
British industry uses metric units. International aviation and shipping still
uses imperial, for example in aviation altitude is always expressed in feet and
horizontal distances in nautical miles. Smaller fractions of inches can be expressed
as 1/2, 1/4, 1/8, 1/16 and 1/1,000 of an inch.
5
43
Students complete the task in pairs. You could give out Resource sheet 4a for
extra help.
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UNIT 4 Engineering design Teacher’s Notes
Discussing dimensions and precision
Language note
You will find the following vocabulary useful in this section.
accuracy, accurate, inaccurate, precision, precise, imprecise
tolerance, within tolerance, outside tolerance, plus or minus, to within, tight
tolerance
length, width, height, thickness, depth, long/short, wide/narrow, high/low, thick/
thin, deep/shallow
diameter, radius
Some of the words for describing dimensions are familiar to students at this level,
for example long, short. These terms are included to highlight the link between
adjectives and nouns, for example long, length, and opposites, for example deep,
shallow.
6 a
Students complete the task in pairs.
Answers
The words mean how exact something is, for example how closely the
sizes of manufactured items match their designed size.
Extension activity: more vocabulary
Elicit words related to precision and accuracy. Students should try to come up
with the words themselves and then check their answers by scanning the web
page about superflat floors to find the words (precise, imprecise, accurate,
inaccurate).
Noun
Adjective
Opposite adjective
Precision
Accuracy
b
Students read the article and answer the questions.
Answers
1 A superflat floor has a much flatter surface. It’s finished more precisely
than an ordinary concrete floor.
2 Ordinary slabs can be flat to ±5mm. Superflat slabs can be flat to within
1mm.
3 Slight variations in floor level can cause forklifts to tilt, causing the forks to hit
racks or drop items.
c
Students complete the task in pairs.
Answers
Tolerance is the acceptable difference between ideal designed size and actual size.
In machining and assembly processes, it is impossible to achieve entirely precise
sizes. A degree of tolerance is always required.
d
Students complete the expressions.
Answers
1 within
2 plus; minus
44
3 tight
4 outside
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UNIT 4 Engineering design Teacher’s Notes
Note
A tight tolerance can also be referred to as a close tolerance. The opposite of
a tight tolerance is a loose tolerance. Tight and loose tolerances are relative,
depending on the situation. For example, in concreting, ±1 mm would be
considered a tight tolerance (extremely accurate and difficult to achieve, given
the material), whereas in many metalworking applications, ±1 mm would
be considered a loose tolerance­, as metal can be machined to within a few
hundredths of a millimetre.
e
Students complete the sentences.
Answers
1 outside tolerance
2 ±0.5 mm
f
3 within tolerance
4 tight tolerance
Students complete the task in pairs.
Answers
Difference in meaning: Plus or minus 1mm means the size may vary by a
maximum of 1 mm either side of the ‘ideal’ dimension. As an example, if the
diameter of a steel bar is specified as 100 mm ±1 mm, the diameter may be a
maximum of 101 mm at its widest point and 99 mm at its narrowest point. Since
the total variation can be 1 mm either side of the 100 mm ‘ideal’ (between 99 mm
and 101 mm), the maximum total variation between the widest and narrowest
points is 2 mm. However, no point must be further than 1 mm either side of the
‘ideal’ size.
Within 1 mm describes only the total variation in size. This means the size may
vary by a maximum of 1mm above the ideal dimension (as long as no point is
below the ideal dimension) or it may vary by a maximum of 1mm below the
ideal dimension (as long as no point is above the ideal dimension). Therefore,
a minimum diameter of 100 and a maximum of 101 would be within 1 mm, as
would a minimum of 99 and a maximum of 100, and a minimum of 99.5 and a
maximum of 100.5.
Examples of uses: It is usual to specify ± tolerances where a specific ideal size
is critical, for example the size of a hole for a bolt. In this case, if the hole is too
narrow (too far below the ideal size) the bolt will not fit into it. If the hole is too
wide (too far above the ideal size), the bolt will not fit tightly enough. ‘Within’ is
often used when specifying tolerances for concrete floor surfaces. In this case, the
important issue is the total amount of variation between the highest and lowest
points on the surface of the floor (which determines how smooth the floor is).
Extension activity: more vocabulary
You could look at the meaning of some of the terms in Exercise 6b in more detail.
slab = the block of concrete that makes up a floor. It can be laid on the ground
or supported by beams and columns to form the higher storeys of a building –
structural engineers refer to this type as a suspended slab
warehouse = a building used for storing large quantities of goods
Automated Guided Vehicles = driverless vehicles which operate in warehouses
and factories
high bay warehouse = tall warehouse, approx. 30 metres high, with multiple
levels of racks for storing pallets
amplified = made greater
45
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UNIT 4 Engineering design Teacher’s Notes
7 a
4.3 Students listen and answer the questions.
Answers
1 A superflat finish for the entire floor
2 Free movement floors are superflat everywhere. On defined movement floors,
only specific lanes are superflat.
3 Long, narrow lanes allow a higher-quality finish to be achieved.
4 This can be done at a later stage to make other parts of the floor superflat.
5 It can be positioned deeper in the concrete.
b
Students complete the table. You could also introduce breadth and broad and ask
students which two words in the table have the same meaning (width and wide).
Answers
1 long
2 wide
3 height
c
4 thick
5 depth
Students complete the extract.
Answers
2 width
3 length
4 depth
d
5 thickness
6 height
Students answer the questions.
Answers
diameter: the maximum width of a circle
radius: the distance from the centre of a circle to its circumference (half the
diameter)
Extension activity: circles (Resource sheet 4b)
Give students Resource sheet 4b. Students label the diagram.
Answers
2 segment
3 cord
4 arc
8
5 diameter
6 tangent
7 segment
8 radius
9 circumference
Students complete the task in pairs.
Answers
The capital T refers to the thickness of the flanges. The small t refers to the
thickness of the web. The capital W refers to the width of the flanges. The small w
refers to half the width of the column from the centre of the web to the edges of the
flanges. The small r refers to the radius of the curve at the joint between the web
and the flanges. The capital D refers to the total depth of the column, from the top
of one flange to the bottom of the opposite flange. The small d refers to the depth
of the web, measured between the ends of the curves at the joints, at the point
where the curves are flush with the face of the web.
46
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UNIT 4 Engineering design Teacher’s Notes
Describing design phases and procedures
Language note
You will find the following vocabulary useful in this section.
design brief, preliminary drawing, working drawing, (rough) sketch
amend, amendment, approve, approval, circulate, comment on, issue, resolve,
revise, revision, specify, supersede
9
Students complete the task in pairs.
Answers
A design process is the development of a design. A typical design starts
with a design brief, which states the design objectives. Initial ideas are then
put together as rough sketches. These are then developed into preliminary
drawings, which are more detailed and are often drawn to scale. The preliminary
drawings are then developed, incorporating comments from different members
of the design team, consultants and the client. Once the design has been
sufficiently developed, working drawings are produced. These are then used
for manufacturing/assembly/construction. Frequently, working drawings are
revised (changed) during this latter phase, in order to resolve technical problems
encountered during manufacturing/assembly/construction.
10 a
Students read the extracts and answer the questions.
Answers
1 design information (at different stages of the design process)
2 sketches, design brief, revised/amended drawing, superseded drawing,
preliminary drawing, working drawing, summary/notes
b
Students complete the task.
Answers
1 b 2 d 3 c 4 a 5 e
c
Students complete the definitions.
Answers
1 sketch
2 design brief
d
3 working drawing
4 preliminary drawing
Students find the words in Exercise 10c to match the definitions.
Answers
2
3
4
5
47
revise
rough
issue
comment on
6 supersede
7 specify
8 resolve
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UNIT 4 Engineering design Teacher’s Notes
e
Students complete the task in pairs.
Suggested answers
1 The drawing needs to be amended/revised.
2 The design needs to be sent to the client for comments and approval.
3 The site engineer needs to be contacted to check which revision of the drawing
they have.
4 The three different contractors need to be issued with the revision.
5 Rough sketches need to be done first and the client to comment on them.
Extension activity: more vocabulary
You could look at the meaning of some of the terms in Exercise 10a in more
detail.
set of = collection/group
I attach / Please find attached / Attached are/is = commonly used phrases in
emails, when sending attachments
hard copy = printed paper copy
contractor = a company that has been employed for a project/contract
fabrication = making something / putting something together
kick-off meeting = a meeting to get started
queries = questions
submitted = sent officially
Please note that = commonly used phrase in correspondence and refers to some
important information
11 a
b
Students complete the task in pairs.
4.4 Students listen and match the extracts and the agenda items.
Answers
1 b 2 a 3 c
c
4.4 Students listen again and complete the task in pairs.
d
4.5 Students listen and answer the questions.
Answers
1 The senior engineer will decide whether or not the team needs further
revisions of a drawing.
2 If the drawing is needed, the team will receive copies of all further revisions. If
not, no further revisions will be issued to the team.
3 S/he will liaise between the mechanical and electrical teams, and will report to
the project manager.
4 All three design teams will be located in a single open-plan office.
48
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UNIT 4 Engineering design Teacher’s Notes
e
Students complete the task in pairs.
Suggested answers
1 First, the preliminary drawing will be circulated to all the senior
engineers. The engineers will decide whether or not the drawing is required
by their team. If not, they will say it isn’t required and after that, no more
revisions of the drawing will be issued to them. If the drawing is required,
they’ll say it’s needed. They might comment on the drawing and request
amendments or approve it. They will also receive all further revisions of the
drawing, including working drawings.
2 The mechanical and electrical teams will be able to work on the preliminary
design together easily, thanks to the open-plan office. As the drawings are
developed they’ll be able to discuss amendments in the same way.
3 The mechanical and structural teams will be able to work together to solve the
problem in the open-plan office and revised drawings will be produced. These
will then be approved by both the mechanical and structural teams. Revised
drawings will be issued and circulated to all those who need them.
Resolving design problems
Language note
You will find the following vocabulary useful in this section.
advise, clarify, confirm, disregard, indicate, propose, request, state, work to
alternative, as per, clash, conflict, contradict, discrepancy
Before you begin …
Ask students to explain what is meant by resolving using synonyms such as
solving, sorting out, overcoming, finding solutions to.
12
Students complete the task in pairs.
Answers
Often conflicting (different) information is shown on different drawings.
On one drawing, the dimensions of a component may not correspond with those
shown on a related drawing. Clashes are another common problem – different
drawings may show different components in the same position within an assembly,
meaning the assembly will not fit together as designed. Key dimensions and
assembly details may also be missing from the set of drawings, leaving the
production with inadequate information.
13 a
Students read the extracts and answer the questions.
Answers
1 Design problems and solutions
2 A query is a question. An instruction is an explanation of what to do / official
permission to do something.
3 Written follow-up is important in order to keep a record for contractual/
financial purposes.
b
Students complete the task.
Answers
2 869
3 869; 870
49
4 867; 868
5 867; 868; 869
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UNIT 4 Engineering design Teacher’s Notes
c
Students complete the sentences.
Answers
1 clash
2 request
3 propose
4 advise
5 clarify
Extension activity: queries and instructions (Resource sheet 4c)
Give students Resource sheet 4c. Students complete the task in pairs with their
books closed, as the text is the queries and instructions from page 36 of the
Student’s Book with certain words and phrases changed. Students could then
check their answers against the texts on page 36.
Answers
2
3
4
5
6
7
discrepancy
conflicting
clarify
confirm
disregard
clash
8
9
10
11
12
13
proposed
as per
advise on
work to
contradicts
states
14
15
16
17
18
19
propose
provide
Further to
specified
intention
approved
Extension activity: more vocabulary
You could look at the meaning of some of the terms in Exercise 13a in more
detail.
cable tray = narrow metal deck suspended from a ceiling or fixed to a wall which
supports several cables
ductwork = collective term for ducts/ducting – large-section pipes with circular or
square profiles for carrying air, or a protective cover for cables or hoses
Grid D14 = in the designs of large structures a grid is often superimposed
on plan drawings to allow elements and installations to be located relative to
the gridlines – usually, the vertical gridlines are labelled with numbers and the
horizontal gridlines are labelled with letters
black bolts = a term used in civil engineering to describe ordinary bolts
High Strength Friction Grip (HSFG) bolts = bolts which compress steel plates
together so tightly that the plates are held together purely by the friction
generated between the surfaces of the plates. This means that an HSFG bolt is
not subjected to shear force (a scissoring action)
14 a
Students complete the task in pairs.
Answers
See audioscript 4.6 on page 89
b
Students complete the extract.
c
4.6 Students listen and check their answers to Exercise 14b. You could hand out
Resource sheet 4c, a 3-D representation of the assembly shown in the drawings
in Exercise 14a.
Answers
2
3
4
5
50
clarify
contradicts
clash
propose
6 alternative
7 as per
8 confirm
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UNIT 4 Engineering design Teacher’s Notes
d
Students complete the task either in class or as a homework activity.
Suggested answers
As discussed today, I confirm that the connection between the plate and
T section on the ski lift should have six bolts, not eight as shown on the detail. The
two bolts shown on the detail which would clash with the flange of the T section
are not required.
51
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UNIT 4 Engineering design Teacher’s Notes
Background information
Working with drawings (pages 30 and 31)
Drawings is a collective term for technical drawings, comprising a wide range
of different views of components and assemblies, for example cross-sections or
exploded views, at different scales showing different levels of detail. In everyday
English, technical drawings are often referred to generally as plans; in the language
of engineering, however, plan refers to just one type of view (a view from above). In
the past, engineering drawings were often called blueprints, in reference to the blue
and white colours used in printing processes at the time. Although the term is still
used figuratively in everyday English, it is generally not used in engineering. Most
engineering designs are now produced by computer, using CAD (computer-aided
design) software. But the term drawing is still used to refer to on-screen designs.
Drawings
http://en.wikipedia.org/wiki/Plan_view
http://en.wikipedia.org/wiki/Elevation_(view)
http://en.wikipedia.org/wiki/Cross_section_(geometry)
http://en.wikipedia.org/wiki/Exploded_view
http://en.wikipedia.org/wiki/Schematic
Discussing dimensions and precision (pages 32 and 33)
In this section, tolerance (permissible deviation from a specified ideal measurement
or value) is dealt with in the context of linear dimensions. However, the concept of
tolerance can be applied to most types of measurements and values in engineering.
In electrical applications, the frequency of an alternating current may be allowed to
vary within a specified tolerance, for example ±0.2 Hertz, or in manufacturing, the
temperature of a production process involving heating may be allowed to vary within a
specified temperature range, for example ±2.5°C.
Describing design phases and procedures (pages 34 and 35)
This section focuses on the process of developing designs, and circulating the
relevant drawings and information among members of design and production teams.
In engineering, this process often requires a lot of communication – especially
written correspondence. The latter is particularly prevalent on projects involving
several companies, as it represents a chronological record of the flow of design
information, which can be central to contractual issues (causes of delays, attribution of
responsibility for design quality, etc.)
Resolving design problems (pages 36 and 37)
This section deals with the communication that takes place as designs are revised
to address technical problems arising during production/construction. On many
engineering projects, levels of complexity and time pressure mean that it is virtually
impossible to get designs right first time. A particular problem arises when there
are large numbers of drawings – for different structural, mechanical and electrical
components in a building or a vehicle. This invariably results in clashes and
contradicting information between different drawings. Consequently, there is an
ongoing process of design revisions as a project progresses, with the production
team bringing technical problems to the attention of the design team, and the design
team amending the design to resolve the problems. This communication process can
take place verbally, but is often backed up with formal correspondence, for record
purposes.
52
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UNIT 4
TEACHER’S NOTES
Engineering design
Resource sheet 4a
You can use this drawing to help you with Exercise 5 on page 31.
Handrail cover
Handrail bar
Post
Guard rails
Stiffener plate
Floor plate
53
Toe plate
Deck
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UNIT 4
TEACHER’S NOTES
Engineering design
Resource sheet 4b
Label the drawing using the words in the box.
are centre circumference cord diameter radius segment tangent segment
6
1
centre
circle
7
8
2
3
5
4
9 Total distance around perimeter of circle =
54
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UNIT 4
TEACHER’S NOTES
Engineering design
Resource sheet 4c
Change the words and phrases in bold using the words and phrases in the boxes,
in order to make the queries and instructions sound more professional.
clarify confirm conflicting discrepancy disregard following
CONTRACTOR’S QUERY No. 867
Following
(1) After our telephone conversation today, we note that there is a (2) difference
between dwgs 76E and 78E, which indicate (3) different dimensions for the width of
the roof opening. Please (4) make it clear which dimension is correct.
ENGINEER’S INSTRUCTION
We (5) can tell you the correct dimension is on dwg 76E. Please (6) forget about the
dims on dwg 78E.
advise on as per clash proposed work to
CONTRACTOR’S QUERY No. 868
As discussed this morning on site, we confirm there is a (7) collision between the
(8) planned cable tray (dwg E56) and air-conditioning ductwork (now installed (9) like
dwg M118) in the ceiling void at Grid D14. Please (10) tell us an alternative cable
route.
ENGINEER’S INSTRUCTION
Please (11) do it like attached sketch S33. Revision of dwg E56 to follow.
contradicts propose provide states
CONTRACTOR’S QUERY No. 869
A note on dwg 11A specifies black bolts at the base of the ski lift cable support. This
(12) is different to the specification, which (13) says that all joints to comprise High
Strength Friction Grip Bolts. We (14) are thinking about using HSFG fixings at this
location.
ENGINEER’S INSTRUCTION
Please (15) give us further details of the HSFG bolts you are proposing.
approved further to intention specified
CONTRACTOR’S QUERY No. 870
(16) After what was said in query 869, the proposed HSFG bolts are as per those
(17) mentioned in the design for all other bolted joints on the ski lift supports. Our
(18) hope is to use a single bolt spec to facilitate assembly.
ENGINEER’S INSTRUCTION
(19) We agree that’s OK.
55
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UNIT 4
TEACHER’S NOTES
Engineering design
Resource sheet 4d
You can use this drawing to help you with Exercise 14c on page 37.
Plate
Bolt holes
T profile
56
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l
l
l
l
TEACHER’S NOTES
Breaking point
Describing types of technical problem
Assessing and interpreting faults
Describing the causes of faults
Discussing repairs and maintenance
Go to page 67 for essential background information and useful web links.
Describing types of technical problem
Language note
You will find the following vocabulary useful in this section.
abrasion, heat, pressure, (physical) shock, vibration
bend, block, blow up, clog (up), crack, cut out, jam, leak, run out (of), snap, wear
(out), work loose
1
Before you begin …
Ask students to give a brief description of a technical problem they recently
experienced, either at work or at home. In larger groups, this could be done in
pairs.
Students complete the task in pairs.
Answers
See audioscript 5.1 on page 89
Extension activity: Le Mans(Resource sheet 5a)
Give students Resource sheet 5a. Students read the text and mark the
statements (T) or (F).
Answers
1 F 2 F 3 T 4 F 5 T 6 T
2 a
5.1 Students listen and answer the questions.
Answers
1 To finish first, first you must finish
2 Engineering enemies
3 Wear and tear
b
5.1 Students complete the list and listen again to check their answers.
Answers
1 heat
2 pressure
3 vibration
57
4 shocks
5 abrasion
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UNIT 5 Breaking point Teacher’s Notes
c
Students complete the task in pairs.
Suggested answers
1
2
3
4
5
shocks
heat
abrasion
shocks
abrasion
6
7
8
9
abrasion
shocks
pressure (caused by heat)
vibration
Extension activity: automotive parts
If the focus on automotive parts is relevant or interesting to students, you could
ask them to work in pairs and discuss how the parts listed in Exercise 2c would be
different in a racing car compared with a road car.
Answers
1 chassis = much stiffer so that it doesn’t twist due to high loads during
cornering
2 engine = much more powerful, able to rev much higher
3 gearbox = has an electronically controlled semi-automatic gearbox controlled
by paddles on the steering wheel, able to make much faster gear shifts and
possibly seamless shifts where there is no interruption in power delivery
during gear shifting
clutch = much stronger as required to cope with sudden power delivery
4 suspension = much stiffer to better cope with cornering forces and vertical
load generated by downforce from wings
5 brakes = need to cope with much greater loads and operate at much higher
temperatures
6 tyres = in dry conditions slick (smooth) tyres are used instead of grooved
tyres, to maximise the contact patch – the amount of rubber in contact with
the road surface
7 wings = specific to racing cars
8 cooling system = most racing cars do not have a fan to blow air over their
radiators when the car is stationary, meaning they must be moving to benefit
from the effects of air cooling; hence they may only remain standing for a very
short time, to avoid overheating
9 nuts and bolts = stronger and lighter, with better resistance to working loose
due to vibration
3 a
5.2 Students listen and answer the questions.
Answers
1
2
3
4
5
6
b
T
F – the driver switched the engine off
T
T
F – the wheel nut wouldn’t turn
F – the driver didn’t bend the suspension
Students complete the extracts.
Answers
1 blocking
2 jam
58
3 bend; snap
4 crack
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UNIT 5 Breaking point Teacher’s Notes
c
Students complete the extracts.
Answers
1 leaking out
2 run out
3 cut out
d
4 clog up
5 wearing out
6 blow up
5.2 Students listen again and check their answers to Exercises 3b and 3c.
Answers
See audioscript 5.2 on pages 89 and 90
e
Students complete the sentences.
Answers
2
3
4
5
4
leaking out
jammed
clogged up
worked loose
6
7
8
9
blocked (up)
bent
worn out
run out
Students complete the task in pairs.
Answers
Monza has long straights and several chicanes. This means cars are at
full-throttle for longer, and need to do a lot of heavy braking. Problems: engines
can overheat and blow up; brakes can overheat; riding the kerbs can cause the
suspension to crack, bend or snap; the right-hand corners cause the tyres on the
left of the car to wear out faster than those on the right side; and leaves can block
up the radiators.
Assessing and interpreting faults
Language note
You will find the following vocabulary useful in this section.
defect, defective, fault, faulty, intermittent(ly), major, minor, properly, sudden,
systematic(ally), wear and tear
certainly (not), perhaps, possibly, probably (not)
I doubt it’s …, It can’t be …, It could be …, It might be …, It must be …,
It sounds like it’s …
59
Before you begin …
Ask students to explain what is meant by assessing (using synonyms such as
evaluating, examining, making judgements) and interpreting (understanding,
reaching conclusions).
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UNIT 5 Breaking point Teacher’s Notes
5 a
Students complete the task in pairs.
Before you begin …
Ask students to explain what is meant by troubleshooting (= solving problems).
Ask students to suggest the most effective ways of solving technical problems,
generally speaking. For example, when you’re trying to solve a technical fault
whose cause you don’t understand at first, what should you do in order to
make progress? Elicit points such as identifying possible causes, eliminating
possibilities, using a process of elimination.
b
Students complete the task in pairs.
Answers
User’s observations = what the person using the machine has noticed
Nature of fault = type of problem
Circumstances of fault = in what type of situation the fault happened/happens
External factors = things from outside, for example the weather or something
hitting the machine
Process of elimination = thinking of possible problems and deciding which are not
possible in order to reduce the number of possibilities
Identify the fault = find the fault / decide what the fault is
Determine action and urgency = decide what to do about the problem and decide
how quickly it needs to be done
6 a
5.3 Students listen and answer the questions.
Answers
1
2
3
4
5
6
b
Check injection
Water in the fuel system
Because the fuel was put in directly from a delivery tanker
When the engine is started from cold
A faulty fuel pre-heater plug
The plug can be changed at the next service. It’s not an urgent problem.
Students match the words and synonyms.
Answers
1
2
3
4
60
defect
defective; faulty
major
minor
5 properly
6 intermittently
7 systematically
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UNIT 5 Breaking point Teacher’s Notes
Extension activity: more vocabulary
You could look at the meaning of some of the terms in Exercise 6a in more detail.
warning message = an electronic display which describes a problem by displaying
a text message
fuel injection system = a device in an internal combustion engine (a petrol/
gasoline or diesel engine) which injects vaporised fuel = an explosive mixture of
fuel and air into the piston cylinder where it subsequently explodes, driving the
piston downwards
sensor = a detecting/measuring device, for example a heat sensor or a pressure
sensor
misfiring = when an engine is not running smoothly due to a fuel or ignition
problem
refuel = fill up with fuel
tank = a tank is a static container for storing liquid outdoors or indoors or is part
of a vehicle
tanker = a vehicle with a large tank on it which is used for transporting liquids in
bulk
fuel pre-heater = a device in a diesel engine which heats up the fuel to be
injected into the piston cylinder as the engine is started, allowing the vaporised
fuel to explode more readily in the piston cylinder thus allowing the engine to
start more quickly ‘it’s just one of the pre-heater plugs that’s gone’
gone = a general term to describe components that have failed ‘at the next
service’
service = planned maintenance
Before you begin …
Give students Resource sheet 5b. Students match the words and definitions.
Answers
1 c 2 g 3 h 4 a 5 i 6 d 7 f 8 e 9 b
c
Students complete the task in pairs.
Answers
1 b 2 c 3 a
d
Students complete the task in pairs.
Suggested answers
1 This is an intermittent problem. It’s probably caused by wear and tear.
2 This was a sudden problem. It’s probably a faulty part, or an installation
problem.
3 This is a systematic problem. It’s probably a faulty part, or an installation
problem.
e
Students complete the table.
Answers
2 It sounds like it’s
3 It could be / It might be
61
4 I doubt it’s
5 It can’t be
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UNIT 5 Breaking point Teacher’s Notes
f
5.3 Students complete the extracts and listen again to check their answers.
Answers
2 it might be
3 it might be
4 it can’t be
5 I doubt it’s
6 It sounds like it’s
Before you begin …
Look at the meaning of the following terms.
dump truck = a large off-road truck used for carrying heavy loads of earth, rocks or
minerals
quarry = a large hole in the ground (an opencast mine) from which minerals are dug
down on power = has less power than it normally should
fuel consumption = the rate at which fuel is used
7 a
Students complete the task in pairs.
Answers
minor; systematic
b
Students complete the task in pairs.
Suggested answers
It can’t be water in the fuel supply. (This would cause misfiring.)
It could be a clogged fuel filter. (The engine is performing consistently, but is down
on power.)
I doubt it’s a compression leak. (This would probably result in increased fuel
consumption, and would probably cause more major problems.)
It can’t be a lubrication problem. (This would cause overheating.)
I doubt it’s a blockage in the exhaust system. (This would cause more major
problems.)
Describing the causes of faults
Language note
You will find the following vocabulary useful in this section.
abnormal, disproportionate, imbalance, inadequate, incorrect, inoperable,
insufficient, irregular, malfunction, undersized/oversized, undetected
8
Students complete the task in pairs.
Answers
checklists = lists of things to be checked
standard procedures = specific, planned ways of dealing with situations and
problems
back-up installations = secondary/additional equipment that will work if main
equipment fails
planned maintenance = replacing parts at planned times even if they are not
worn out
Before you begin …
Look at the meaning of the following terms.
hydraulic pipe = high-pressure oil pipe, used to push pistons called hydraulic rams
fuel line = fuel pipe/hose
ruptured = broken/cracked
gliding = flying without power
62
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UNIT 5 Breaking point Teacher’s Notes
9 a
Students read the article and answer the questions. What could a pilot do in such
a situation? Is it possible to control a large passenger aircraft when all engine
power has been lost?
Answers
1 An incorrect (oversized) hydraulic pipe was fitted to the right-hand
engine.
2 The pipe rubbed against a fuel line.
3 The fuel line ruptured, resulting in a major leak.
b
Students complete the task.
Answers
04:58 b
c
05:36 d
06:13 a
06:27 c
Students complete the task.
Answers
2
3
4
5
6
d
oversized
inadequate
undetected
abnormal
insufficient
7
8
9
10
11
disproportionate
irregular
imbalance
malfunction
inoperable
Students complete the sentences.
Answers
1
2
3
4
incorrect/abnormal
inadequate/insufficient
irregular
oversized
5
6
7
8
malfunction
imbalance
undetected
inoperable
Extension activity: more vocabulary
You could look at the meaning of some of the terms in Exercises 9a and 9b in
more detail.
flight data recorder = a digital device which records essential data on an aircraft
(instrument readings etc.) which can be analysed by air accident investigators –
often referred to as a black box
landing gear = the wheels of an aircraft
ram air turbine = propeller-like device which spins when placed in an airflow
fly-by-wire = flight controls operated electronically (connected by electrical wires)
rather than by mechanically operated tension cables like those used to operate
bicycle brakes
flaps = aerodynamic devices on the backs of aircraft wings used to increase the
amount of lift generated by the wings in order to allow the aircraft to take off and
land at reduced speed
spoilers = aerodynamic devices on the tops of wings, used to generate drag and
downforce in order to slow the aircraft down during descent and just after landing
– also called air brakes
cross-feed valve = valve allowing fuel to be fed from one tank to another
63
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UNIT 5 Breaking point Teacher’s Notes
10 a
5.4 Students listen and answer the questions.
Answers
1
2
3
4
b
F – the tyre pressures are well down
T
F – only one group of tyres is low
T
Students complete the sentences.
Answers
1 abnormal/incorrect
2 insufficient/inadequate
c
3 disproportionate
4 proportionate
Students complete the task in pairs.
Answers
In general, insufficient tyre pressures could be caused by: pressure loss
over time (all tyres lose air pressure progressively over a period of several months)
due to inadequate maintenance; a slow puncture (air leaking slowly from a small
hole in the tyre); air leaking from a valve due to a problem with the valve, for
example dirt in the valve preventing it from closing properly; a faulty pressure
gauge on the compressor used to inflate the tyres, giving an incorrect pressure
reading. With this specific problem, perhaps there was a fault with the compressor
used to inflate that block of tyres – a different compressor to the one used to
inflate the other blocks – and this gave the maintenance technician an incorrect
pressure reading when inflating that block of tyres. It’s unlikely that a technical
problem with the tyres, such as slow punctures or leaking valves, would occur on
several tyres at the same time and cause exactly the same loss in pressure across
all the tyres.
Extension activity: technical problems
Ask students to think of a technical device or installation they are familiar with,
and make a list of several technical problems that could occur with it. They should
begin by describing the problems as symptoms, for example it’s overheating, it
keeps cutting out. They should then suggest possible causes of the symptoms
described by their partners using phrases from Exercise 6e on page 41 (It’s
possibly …, It’s probably …, It might be …, etc.) and adjectives from this section.
64
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UNIT 5 Breaking point Teacher’s Notes
Discussing repairs and maintenance
Language note
You will find the following vocabulary useful in this section.
adjust, disconnect, dismantle, drain, examine, reconnect, replace, service, tighten,
top up
11 a
Students complete the task in pairs.
Suggested answers
Repairs are done to correct technical problems after breakdowns have
occurred.
Maintenance is done to prevent technical problems from occurring.
broken = repair, for example a bolt that has broken
clogged = repair, for example a filter that is completely clogged and has caused
a technical problem; or maintenance, it is slightly clogged and is ready to be
replaced
defective = repair, for example a part that was incorrectly manufactured and did
not work
faulty = repair, for example a sensor that is giving incorrect measurements
worn = maintenance, for example worn tyres need to be replaced
b
Students complete the task in pairs.
Suggested answers
Similarities: parts and fluids are replaced on a planned maintenance
programme, parts are checked visually for wear and damage, and that they are
tightly fixed, correctly aligned/balanced, etc.
Main difference: standards in aviation are more rigorous
12 a
Students match the contents and descriptions.
Answers
2 d
9 h
b
3 c
10 i
4 a
5 g
6 b
7 j
8 e
7 i
8 a
Students match the verbs and definitions.
Answers
2 d
9 h
3 j
10 e
4 g
5 c
6 b
Extension activity: more vocabulary
You could look at the meaning of some of the terms in Exercise 12a in more
detail.
access panel = bodywork part designed to be removed to allow technicians to
reach internal parts
filter = material with small holes located in a flow of gas or liquid, used to block
solid particles, for example to prevent them from damaging a sensitive mechanism
such as a pump
65
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UNIT 5 Breaking point Teacher’s Notes
13 a
5.5 Students listen and complete the notes.
Answers
1
2
3
4
5
b
The level is OK.
The coolant is full of residue / black.
It looks reasonable.
OK, there are no signs of damage.
This will need to be looked at.
5.5 Students listen again and answer the question.
Answer
They’re working on an industrial machine as their decision not to change
the filter would be unacceptable in aircraft maintenance.
c
Students complete the task in pairs.
Answers
Drain the coolant. Remove the filter, examine it and clean it. Put the filter
back in. Replace the coolant. Adjust the blades and tighten them.
14 a
Students read the email and summarise the problem.
Extension activity: more vocabulary
You could look at the meaning of some of the terms in Exercise 14a in more
detail.
external visual inspection = looking at the machine without dismantling anything
alignment = whether things are in line, parallel with each other
earthing = when electricity flows between a source of current and the ground
short circuit = when electricity flows directly between a live and neutral
conductor, for example wires, resulting in a dangerously high electric current
b
Students complete the task in pairs.
Answers
Isolate the electrical supply. Dismantle the external panels. Drain the
lubricant. Check for internal damage. Remove damaged parts and replace them.
Add lubricant. Adjust the blades. Put on the external panels. Reconnect the
electrical supply. Test the machine.
15
66
Students complete the task in pairs.
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UNIT 5 Breaking point Teacher’s Notes
Background information and useful web links
Describing types of technical problem (pages 38 and 39)
Cars are used as the theme for this section on technical problems, as motor vehicles
and the problems that can occur with them represent an area that should be familiar
to students, from their general technical knowledge. The specific terms for car parts
in Exercise 2c are covered in order to prepare students for the motor-racing context
which is used to exemplify the main target language. It should be noted that the
target language itself – verbs and adjectives used to describe technical problems – is
relevant to all the main fields of engineering.
Lap of Monza
http://www.youtube.com/watch?v=VcUGC_GoVnc
Assessing and interpreting faults (pages 40 and 41)
Following the focus on describing technical problems in the last section, this section
looks at assessing the nature and seriousness of faults. This reflects the typical
communication process following a technical fault: contacting the relevant technical
expert and explaining what the problem is, answering diagnostic questions to
provide the expert with specific information about the fault, and obtaining an initial
assessment from the expert on the nature and seriousness of the problem as well as
advice on what action needs to be taken. The skills language covered in this section
also reflects the uncertainty that often exists during technical troubleshooting (It’s
possibly, It might be, etc.) and the need to work through possible causes using a
process of elimination.
Describing the causes of faults (pages 42 and 43)
This section deals primarily with adjectives commonly used for describing the causes
of faults (inadequate, incorrect, etc.) At this point, you may also wish to focus on some
of the language used for linking causes and effects, which is dealt with in Unit 9 on
pages 76 and 77: because of ..., cause ... to ..., consequently ..., due to ...,
owing to ..., result in ..., as a result of ....
Discussing repairs and maintenance (pages 44 and 45)
This section begins by contrasting the difference between repairs and maintenance.
With many types of modern technology, maintenance programmes are carefully
planned at design stage. This involves attributing life-spans to components (planning
how long they are able to function effectively and safely), and thus prescribing when
they need to be replaced. This is known as preventive/preventative maintenance –
aiming to avoid breakdowns by replacing parts in time. Another trend as technology
becomes more sophisticated is the tendency for devices and mechanisms to be built
as sealed units / non-serviceable parts whose internal components cannot be repaired
or replaced on site, requiring replacement of the complete unit, or requiring the unit
to be sent back to the manufacturer. You could discuss some of these issues with
students, from their points of view as designers/manufacturers, and/or as users.
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UNIT 5
TEACHER’S NOTES
Breaking point
Resource sheet 5a
Tertre Rouge
Read the text about The Le Mans 24
Hours and mark the following statements
True (T) or False (F).
1
2
3
4
The race is for off-road vehicles.
There's only one driver for each car.
The race use to be run on 'normal' roads.
Now the race doesn't use any public
roads.
5 Bends were added to the Mulsanne
Straight because it was too dangerous.
6 The cars that race in Le Mans have to be
fast and very reliable.
The Le Mans 24 Hours is one of the world’s
most famous motor races. It is held each
year in June near the city of Le Mans, in
the west of France. The race is for sports
cars, with several categories, ranging from
slightly modified production cars, such as the
Porsche 911, to specially built prototypes
capable of speeds exceeding 300 km/h. Most
cars are driven by a team of three drivers,
who change over when the car comes into the
pits for refuelling and new tyres.
Esses
Dunlop Chicane
Dunlop Curve
Mulsanne
Straight
Ford Chicanes
Porsche Curves
Indianapolis
The race was first run in 1923, on public
Amage
roads. Later, a dedicated circuit was built.
Since then, the 24-hour race has used this
circuit, plus a section of the French national
road network, which is closed to traffic during
the event. The most famous section of road
used for the race is a long straight called the
Mulsanne Straight, which forms the fastest
part of the track. Today, two chicanes are
located along Mulsanne, requiring the cars
to slow down in order to limit top speeds for
safety reasons. The chicanes were introduced in 1990. In previous years, the fastest
cars had been reaching almost 400 km/h along the tree-lined public road.
Mulsanne
Straight
Mulsanne
The key to Le Mans is reaching a compromise between speed and reliability. Designing
and building a car capable of running at racing speed for 24 hours, non-stop (apart
from short pit-stops), is a unique engineering challenge.
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UNIT 5
TEACHER’S NOTES
Breaking point
Resource sheet 5b
Match the words (1–9) and the definitions (a–h).
1 temp. gauge
2 radiator
3 electrical contact
4 starter motor
5 manufacturing defect
6 override
7 water pump
8 fan
9 distribution belt
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aan electric motor used to turn over an internal combustion
engine in order to start the engine
ba belt in a diesel engine which connects several pulleys in order
to turn different engine devices in a synchronized manner – if
this belt fails suddenly, fuel will be injected into the piston
cylinders when the pistons are in the wrong positions, and the
subsequent unsynchronized explosion can cause serious damage
to the engine
ctemperature gauge – a display which shows the temperature of
the cooling water circulating in the engine
dan automatic system which takes over in order to prevent
a problem when a manual system is operated improperly, for
example in antilock braking systems (ABS) on cars, if the
driver brakes too hard, causing the wheels to lock, the ABS
will automatically control the brakes through a software
control system
esituated in front of the radiator, this is activated to blow air
over the radiator and keep the water cool
f moves water around the engine block to cool it
gat the front of the vehicle, this dissipates the heat from the
water into the air. When the vehicle is moving, air flows over
it providing the required cooling effect - but when the vehicle
is stationary and the engine is still running, for example in a
traffic jam, as there is no airflow, there is a danger that the
water will become too hot and boil.
hphysical connection between two electrical conductors, for
example the connection between the end of a wire and a
component
ia problem or fault with a component due to a problem when
it was manufactured – not a problem that has occurred due to
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UNIT 6
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TEACHER’S NOTES
Technical development
Discussing technical requirements
Suggesting ideas and solutions
Assessing feasibility
Describing improvements and redesigns
Go to page 78 for essential background information and useful web links.
Discussing technical requirements
Language note
You will find the following vocabulary useful in this section.
regarding, as regards, with regard to, in terms of, as far as ... is concerned
assess, determine, quantify, to what extent, the extent to which
1
Before you begin …
Ask students to explain what is meant by technical requirements (= techincal
needs and specifications).
Students complete the task in pairs.
Answers
Needs analysis (also called requirement analysis / gap analysis) is finding
out what the requirements are for a new project by looking at all the factors that
are involved and how they will interact
Budget = how much money is available, for example the budget for designing,
building and testing a prototype for a new high-speed train
Capacity = how much something needs to produce or carry, for example how
much power an electrical circuit must be able to carry
Dimensions = size, for example the diameter of the wheels of a mountain bike
Layout = the overall shape of something and the positions of different parts
relative to one another, for example the layout of the main components of a car
engine
Looks = what something looks like from an aesthetic point of view, for example
the look of a car in terms of the shape of its bodywork
Performance = similar to capacity, for example how much power a generator
needs to produce
Regulations = laws and standards that a design must comply with, for example
safety regulations and quality standards
Timescale = how much time is available, for example the schedule for building a
new airport
70
Before you begin …
Ask students to explain what is meant by simulator (= a piece of equipment that
is designed to represent real conditions). Ask students to give some examples
of types of simulator, for example flight simulators used for pilot training or
computer games which simulate race driving. You could discuss how the realism
of simulators, notably the realism of the graphics, has improved over the
years. Ask students for examples of simulators they’ve seen or tried which are
especially realistic.
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UNIT 6 Technical development Teacher’s Notes
2 a
6.1 Students listen and make notes.
Answers
1 capacity
2 graphics
b
3 timescale
6.1 Students complete the phrases and then listen again to check their answers.
Answers
1 regard
2 terms
3 concerned
c
4 as regards
5 regarding
Students write the questions.
Answers
1 In terms of / As regards / With regard to / Concerning / Regarding the
dimensions, what is the overall size of the module?
2 In terms of / As regards / With regard to / Concerning / Regarding the
materials, what is the bodywork made of?
3 In terms of / As regards / With regard to / Concerning / Regarding the schedule,
when will the work start?
4 In terms of / As regards / With regard to / Concerning / Regarding the power,
what will the maximum output need to be?
5 In terms of / As regards / With regard to / Concerning / Regarding the heat
resistance, what sort of temperature will the paint need to withstand?
6 In terms of / As regards / With regard to / Concerning / Regarding the
tolerance, what level of precision do you want us to work to?
3 a
6.2 Students listen and make notes.
Answers
1 Can be varied considerably
2 Physical but not so extreme that people don’t watch graphics
3 Best to try out effects in practice as it’s difficult to do in theory
b
6.2 Students complete the task in pairs.
Answers
1 how much
2 the amount
3 calculate/give a quantity
c
4 judge/decide
5 measure/test
Students complete the extract.
Answers
2 the degree to which
5 To what extent
3 To what extent
6 quantify/determine
4 to what extent / the degree to which 7 assess
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UNIT 6 Technical development Teacher’s Notes
Extension activity: more vocabulary
You could look at the meaning of some of the terms in Exercise 3c in more detail.
dynamic = related to movement
dynamics = the study of the forces acting in moving mechanisms
statics = the study of structures and assemblies that remain still
engine thrust = pushing force generated by the engine
atmospheric turbulence = irregular air currents in the atmosphere
G-force = force of acceleration or deceleration acting on a body – 1G is
equivalent to the acceleration generated by the force of gravity
magnitude = size
prototype = experimental device/vehicle built for the purposes of testing
4
Students complete the task in pairs.
Suggesting ideas and solutions
Language note
You will find the following vocabulary useful in this section.
what about ...? why don’t we ...? why not ...? we could, couldn’t we ...?
alternatively … another / the other possibility/option is to …
5
Students complete the task in pairs.
6 a
Students read the article and answer the questions.
Answers
1
2
3
4
It’s being carved from a block of sandstone.
He’s overseeing the logistics of the project.
On a stone plinth
How to stop the slings from getting trapped beneath the statue, so they can be
withdrawn, after the statue has been lowered onto the plinth by crane
Extension activity: more vocabulary
You could look at the meaning of some of the terms in Exercise 6a in more detail.
logistics = handling and transporting
plinth = base
slings = flat straps which can be attached to crane hooks and placed under
objects in order to lift them
low-loader = truck with a low, flat trailer, used for transporting large heavy
vehicles, especially construction plant
stonemason = person who carves stone
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UNIT 6 Technical development Teacher’s Notes
b
Students complete the task in pairs.
Answers
drill = cut a hole
horizontal = level
bar = a long piece of metal with a circular section
vertical = at 90 degrees to the ground
lifting eyes = metal rings that hooks can be fixed to for lifting
resin = a type of strong adhesive
a grab = mechanical jaws that grip objects to lift them
friction = resistance to sliding when two surfaces are pressed together
c
6.3 Students listen and answer the questions.
Answers
1 Drill into the sides of the statue and insert horizontal bars, which could
be used for lifting.
2 Drill into the top of the statue and insert vertical bars with lifting eyes, set into
the stone with resin.
3 Use a grab on the end of the crane jib, to lift the statue by friction.
1 & 2 are rejected because holes can’t be drilled into the statue (even if they were
filled afterwards, they would be seen).
3 is rejected because the statue is too heavy and wide.
d
Students complete the suggestions.
Answers
2 couldn’t
3 could
4 alternatively
e
Students complete the task in pairs.
f
Students complete the task.
5 about
6 another
7 don’t
Answers
The stonemasons’ suggestion
Use blocks of ice. The blocks would act as temporary spacers between the statue
and the plinth, to allow the slings to be withdrawn, and would then melt, allowing
the statue to sit down on the plinth.
Potential problem 1: Outdoor temperatures below freezing would prevent the ice
from melting. Solution: In this case, blowtorches or salt could be used to melt it.
Potential problem 2: Very hot weather would cause the ice to melt quickly.
Solution: To compensate for this, larger blocks of ice could simply be used.
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UNIT 6 Technical development Teacher’s Notes
Extension activity: problem solving (Resource sheet 6a)
Give students Resource sheet 6a. Students try to come up with the most practical
solution in pairs.
Answers
To dispose of the wet concrete, the U-bar can be inserted vertically into the top of
the pile of wet concrete, with its legs in the concrete and its curved end at the top.
The pile of concrete is then left to dry overnight. The following day, the excavating
machine can pick up the dry pile with the U-bar set in it using chains and a hook,
with the hook fastened to the top of the U-bar. To dispose of the block of dry
concrete, two or three holes should be drilled into the block. These can then be
filled with expanding cement. As the cement dries overnight, the force of the
expansion will cause the block to crack and break into several smaller pieces. The
smaller pieces can then be picked up using the excavator’s bucket and put into
the skip.
Assessing feasibility
Language note
You will find the following vocabulary useful in this section.
feasibility, feasible, budget, schedule
a tall order, cost an arm and a leg, cost peanuts, dead easy, there’s no way,
a painstaking job, perfectly feasible, stretching it, take forever and a day, it’s
borderline
8 a
Students complete the task in pairs.
Answer
Feasibility means the possibility of doing something.
b
9 a
Students complete the task in pairs.
6.4 Students listen and answer the questions.
Answers
1 For the bolts that will be used to fix the beams to the wall
2 Core drilled holes are formed after the concrete walls have been cast, using
a diamond drill. Preformed holes are formed by putting plastic tubes into the
walls while the concrete is being poured.
3 Space around the bolts, in the holes, to allow their position to be adjusted
4 Positioning the holes precisely or they won’t match with the beams
5 Time and cost
b
Students complete the task in pairs.
Answers
See audioscript 6.5 on page 91
c
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6.5 Students listen and compare the points made with their answers in Exercise
9b.
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UNIT 6 Technical development Teacher’s Notes
d
6.5 Students listen again and answer the questions.
Answers
1
2
3
4
5
6
e
The plastic tubes are cheap to buy and quick to put in.
It’s slow.
Within 20 mm
Within 10 mm
That they’re not positioned accurately
The tolerance
Students complete the expressions.
Answers
2
3
4
5
6
peanuts
painstaking
perfectly
stretching
way
f
Students complete the task.
g
Students complete the task in pairs.
10
Students complete the task in pairs.
7
8
9
10
borderline
tall
forever
leg
Suggested answers
1 A hammer-action drill would not be suitable for reinforced concrete,
as there’s no way it could drill through the steel reinforcing bars. Also, the
diameter of the holes would be too great to drill using an ordinary drill bit.
This is definitely not a feasible solution.
2 This could be a feasible solution. However, depending on the design of the
ends of the beams, it might be difficult to get access to the holes after the
beams were fitted. It’ll be quite a painstaking job, as the beams might cover
the holes, making it impossible to get cement into them.
3 This isn’t really feasible, as the positions of the holes might be in unsuitable
positions on the beams, for example very close to the edges of plates. This
would not be acceptable in terms of structural strength. Also, drilling holes
through steel beams on site would be very painstaking and time consuming
compared with pre-drilling them during manufacturing.
4 This should be feasible from a structural point of view, but it’ll cost an arm and
a leg due to the need for additional steel columns. For that reason, it is not a
feasible solution.
Describing improvements and redesigns
Language note
You will find the following vocabulary useful in this section.
redesign, refine, reinvent, remain, rethink, revamp
Achilles heel, design (something) from the ground up, (design it / start) from
scratch, go back to the drawing board, make a quantum leap, reinvent the wheel,
room for improvement
75
Before you begin …
Ask students to explain what is meant by improvement (= making things better)
and redesign (= designing again in order to improve or change a design). What
factors drive companies, and their employees, to improve products? What factors
influence how products are improved?
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UNIT 6 Technical development Teacher’s Notes
11
Students complete the task in pairs.
Suggested answers
Better-quality materials, for example making a tool from stainless steel
instead of mild steel to prevent corrosion.
Lower unit cost, for example using a single-piece component instead of one that
needs to be assembled from several parts, to make it faster to produce.
Make life easier for user, for example designing a simpler control panel that’s
quicker and easier to use, or maintenance-free components such as bearings that
don’t need lubricating regularly. Examples of other points that could be added:
make products function more effectively, make them safer, make them last longer,
make them more robust (stronger).
12 a
Students complete the task in pairs.
Suggested answers
cables/connections: Improve the user interface by making cables easier to
connect and disconnect; reduce environmental impact by making cables only from
recyclable materials.
case: Improve aesthetics by offering a range of colours; make manufacturing
easier by making the case from a smaller number of components.
ink/toner cartridges: Improve the user interface by making cartridges easier to
remove and replace; consumables – make cartridges bigger so they last longer
and need to be replaced less often.
paper: Improve reliability by refining mechanisms to help prevent paper
blockages; improve output speed by making the paper flow faster.
power: Reduce environmental impact by having the printer switch off
automatically when not in use.
software: Improve the user interface by making the software easier to use.
b
6.6 Students listen and answer the question.
Answer
Items 2 and 7
c
6.6 Students listen again and answer the questions.
Answers
1 No. The existing design has proved to be effective. The company
doesn’t have the resources to make fundamental changes to the production
process.
2 Once
3 The software has been a major weakness of the existing model.
4 Significantly – it needs to be simpler to use
d
Students complete the task.
Answers
2 invent again
3 improve the details
4 improve overall
e
5 think again
6 stay (the same)
6.6 Students complete the task and then listen again to check their answers.
Answers
2 ground up
3 room; improvement
4 Achilles heel
76
5 back; drawing board
6 quantum leap
7 scratch
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UNIT 6 Technical development Teacher’s Notes
f
Students match the expressions and definitions.
Answers
b 4 c 5 d 6 e 2; 7 f 3
g
Students complete the task.
Answers
2
3
4
5
6
13 a
This is the product’s Achilles heel.
There’s no point reinventing the wheel.
We started from the ground up with this new design.
The new design is a quantum leap.
I think there’s room for improvement.
Students complete the task in pairs.
Answers
The first mechanical mouse was improved by refining its shape: by adding
an additional button and a wheel to the top and by revamping the wheel
mechanism under the mouse. The mechanism was redesigned to use a ball
instead of wheels, although a wheel mechanism was still used inside the mouse; as
the ball rolled, it caused the wheels to turn. For the optical mouse, the designers
completely rethought the underside of the mouse. Instead of using a ball, they
used optical sensors. They also redesigned the connection between the mouse
and the computer, making it wireless instead of having a wire. For the touchpad,
the designers went back to the drawing board and invented a new system using a
sensitive surface.
b
Students complete the task in pairs.
c
Students complete the task in pairs.
Extension activity: improvements (Resource sheet 6b)
Ask students to think of a product or installation which could be redesigned
and to answer the following questions in pairs. How significantly could it be
improved? What aspects could be redesigned? What aspects do not require much
improvement? You could give students Resource sheet 6b for extra help.
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UNIT 6 Technical development Teacher’s Notes
Background information
Discussing technical requirements (pages 46 and 47)
This section focuses on needs analysis in technical contexts. This is an area of
communication that frequently takes place between engineers and people from other
professions, for example a marketing executive at a car manufacturer briefing design
engineers on the performance requirements for a new car model, or an architect
meeting a structural engineer to discuss the aesthetic requirements of a proposed
building design.
Suggesting ideas and solutions (pages 48 and 49)
This section builds on the theme of needs analysis by looking at phrases for
suggesting possible solutions for meeting needs / solving problems. This is an example
of the creative side of engineering, and is reflected in the problem-solving activity that
forms the basis of the section.
Assessing feasibility (pages 50 and 51)
Having so far covered discussing technical requirements, and suggesting possible
solutions, the focus now moves to assessing the feasibility of proposed technical
solutions.
Core drilling
http://www.youtube.com/watch?v=VHW89JC45mw
Describing improvements and redesigns (pages 52 and 53)
The focus of this section is on improving existing designs. In engineering, the aim of
redesigning a device or installation can be both general (overall improvement) and
specific, for example on a car, increasing fuel efficiency or adding more sophisticated
automated safety systems. Frequently, the process of improvement and redesign
requires engineers to work closely with other professions, such as marketing
(integrating customer feedback).
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UNIT 6
TEACHER’S NOTES
Technical development
Resource sheet 6a
You are building your house yourself, and need to dispose of the following
concrete waste into a skip within the next two or three days.
l
l
a pile of wet concrete left over from a concrete floor you have just finished pouring
a large block of solid concrete from the demolition of an old foundation
There are two problems: wet concrete mustn't be placed into the skip
immediately as it will stick to the skip when it dries; the block of solid concrete is
too big to be put into the skip in one piece.
With a partner, suggest the most practical, cost-effective way of disposing of
the concrete. Note that you have the following shapes of steel bar and types of
cement on the site. Some or all of these may be used as part of your solution.
You may also use hand or power tools (sledge-hammer, disc saw, large drill,
pneumatic breaker, etc.) and a small wheeled excavating machine which has a
bucket and can lift reasonable weights using chains and a hook.
skip
large block of solid concrete: 2.5 m³
pile of wet concrete: 0.3 m³
straight bar
bag of
ordinary cement
79
L-bar
U-bar
bag of
bag of
rapid-hardening cement
expanding cement
(dries and hardens quickly) (expands when it dries)
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UNIT 6
TEACHER’S NOTES
Technical development
Resource sheet 6b
Suggestions for improvement
Think of a product or installation that could be redesigned. Answer the following
questions and then complete the suggestions for improvement.
How significantly could it be improved?
What aspect could be redesigned?
What aspects do not require much improvement?
Name of product
Overall, how significantly could the product be improved, in your opinion?
Specific improvements
Aspects with potential for
significant improvement
80
Aspects requiring minor
improvement
Aspects not requiring
improvement
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UNIT 7
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TEACHER’S NOTES
Procedures and precautions
Describing health and safety precautions
Emphasising the importance of precautions
Discussing regulations and standards
Working with written instructions and notices
Go to page 91 for essential background information and useful web links.
Describing health and safety precautions
Language note
You will find the following vocabulary useful in this section.
confined space, corrosive, exposure (to a danger), (naked) flame, flammable,
irritant, spark, toxic
ear protection, eye protection, gloves, mask
1
Before you begin …
Ask students to explain what is meant by health and safety. Health refers to
medical issues, i.e. whether or not someone is ill/sick, whereas safety relates
to avoiding accidents/injuries/getting hurt. Ask students to give some examples
of health issues in industry, for example being exposed to toxic liquids or gases
which can cause illness/sickness, and safety issues, for example wearing a
hardhat as protection from falling objects.
Students complete the task in pairs.
Answers
Working with machines that have cutting wheels and blades; work at a
high level where there’s a risk of falling; work in excavations and tunnels where
there is a risk of collapse or dangerous gases; lifting heavy objects with cranes
where there is a risk of falling objects; processes that use high-pressure vessels
and hoses/pipes where there is a risk of explosion; working with high-voltage
electrical circuits where there is a risk of electrocution; processes that use
flammable liquids and gases where there is a risk of fire or explosion.
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UNIT 7 Procedures and precautions Teacher’s Notes
2 a
Students complete the task in pairs.
Suggested answers
1 hazardous substances: dangerous materials, for example acid,
asbestos; PPE: protective clothing and accessories, for example protective
gloves, safety glasses
2 harmful: dangerous to health, for example chemicals that cause skin rashes;
fumes: vapour or smoke, for example from liquid chemicals that evaporate at
room temperature; asphyxiation hazards: danger of suffocation, for example
due to concentrations of carbon dioxide / lack of oxygen
3 fire/explosion hazards: substances that could burn or explode if exposed to
naked flames or sparks, for example petroleum products, butane/propane gas,
alcohol
4 guards: protective shields around dangerous machine parts, for example the
guards over the tops of circular saw blades
5 guardrails: rails at waist level to prevent people from falling, for example along
the edges of high-level walkways and platforms; emergency exits: doors to
allow rapid escape/evacuation, for example fire exits
6 electrical installations: situations involving contact with exposed electrical
conductors such as electrical maintenance or work operations close to highvoltage cables
7 noise hazards: loud noise that can damage hearing, for example loud machines
b
7.1 Students listen and match the extract to the agenda item.
Answers
a 2 b 7 c 1 d 3
c
7.1 Students listen to the recording again and match the words and definitions.
Answers
2 e 3 b 4 g 5 f 6 a 7 h 8 c
Language note
flammable and inflammable have the same meaning.
d
Students complete the task. The first picture shows a hardhat, or safety helmet.
Answers
ear protection, gloves, eye protection, mask
e
Students complete the task in pairs.
Suggested answers
1 This is a confined space. You need to test the air using a CO2 detector.
2 This is a corrosive substance. You need to wear gloves and eye protection, and
a mask for protection from the fumes.
3 This makes sparks and is a noise hazard. You need to wear eye protection, ear
protection and gloves.
4 This is a harmful substance. You need to wear gloves, and if there’s a risk of
splashing, eye protection.
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UNIT 7 Procedures and precautions Teacher’s Notes
Extension activity: PPE (Resource sheet 7a)
Give students Resource sheet 7a. Students complete the table.
Answers
2
3
4
5
6
3 a
ear defenders
safety boots/shoes
welding mask
dust mask
respirator
7
8
9
10
safety harness
goggles
overalls
gauntlets
Before you begin …
Ask students to explain what is meant by silo (= large tank-like container for
storing granular materials or powder, for example a grain silo).
Students complete the task in pairs.
Suggested answers
1 An analysis/prediction of the dangers involved in a working operation
2 A safe working procedure/method
3 Some maintenance work, which includes welding, is going to be carried out in
the bottoms of some large grain silos (silo = storage tank for solid substances
/ powders)
4 Getting inside the silos
5 See audioscript 7.2 on page 91
b
7.2 Students listen and make notes.
Answers
1 Risk of someone falling; risk of gas bottles falling on someone
2 CO2; fumes from metal; dust (explosion hazard)
c
7.2 Students listen again and answer the questions.
Answers
1 Access hazards: external staircase and internal ladder for safe access
for workers, lower bottles into silo with a rope and make sure no workers are
underneath in silo. Confined space hazards: use a CO2 detector, use an air
extractor.
2 An air extractor could blow dust into the air and make the problem worse.
Before you begin …
Look at the meaning of the following terms.
petrol (American English = gasoline)
shot-blasting = firing small metal balls, propelled by compressed air, as an abrasive
cleaning process
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UNIT 7 Procedures and precautions Teacher’s Notes
4
Students complete the task in pairs.
Answers
One of the main dangers is from petrol fumes inside the tank, as there’s
a risk of explosion due to sparks and flames. The workers will have to be careful
that there’s no petrol inside the tank. The petrol will have to be drained and the
inside will need to be washed out with water and detergent. The opening can then
be flame-cut through the steel wall of the tank using an oxy-acetylene torch. PPE
required for this job is eye protection (a welding mask), gloves and heavy overalls
to protect the worker from molten metal. Alternatively, the cutting can be done
with an angle-grinder. To be safe, the worker using the grinder will need to wear
eye protection, ear protection, gloves and overalls. When welding the new pipe,
the welder will need to wear eye protection (a welding mask), gloves and overalls.
If arc welding is used and there are other people working nearby or passing by,
screens should be placed around the welder to protect other people’s eyes from
flashes. When shot-blasting, the main dangers are to the eyes, and from noise
and dust. Screens should be placed around the area and workers should wear eye
protection, ear protection, dust masks, gloves and overalls. Before painting, it’s
important to read the safety documentation provided with the paint, as PPE may
be required – for example, gloves, eye protection and possibly masks to protect
workers from hazardous fumes. During all the operations, if any work is carried
out more than two metres above the ground, scaffolding should be provided with
handrails, as there is a risk of falling (workers should not stand on ladders while
working). Also, all workers should wear hardhats.
Note
sand-blasting = this term is still used generically as sand was commonly used as
an abrasive with compressed air. However, the dust given off by sand can cause
the illness silicosis, and the technique is therefore problematic from a health and
safety standpoint.
Extension activity: hazard analysis
Ask students to think of some maintenance, installation or construction work they
have experience of. In pairs, they carry out a hazard analysis for the operation
and come up with a safe system of work, including personal protective equipment.
Emphasising the importance of precautions
Language note
You will find the following vocabulary useful in this section.
at all times, under any/no circumstances, every single
it’s crucial, it’s essential, it’s preferable, it’s vital
5 a
Before you begin …
Ask students to explain what is meant by emphasising precautions and to think of
some ways to do this in English.
Students complete the task in pairs.
Answers
1 Maintenance work on low-voltage and high-voltage electrical equipment
2 Changing faulty or worn-out electrical parts, such as motors; repairing loose
connects or damaged wires
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UNIT 7 Procedures and precautions Teacher’s Notes
Extension activity: more vocabulary
You could look at the meaning of some of the terms in Exercise 5a in more detail.
switchboard = control panel containing several switches for all the individual
circuits of an electrical installation
transformer = electrical device for modifying current and voltage
A step-up transformer increases voltage and reduces current (amps), a stepdown transformer decreases voltage and increases current (amps). In factories
and buildings that consume large amounts of electricity, the mains power supply
often arrives at the site as a high-voltage supply, for example 10,000 volts. In
order to be used by most electrical appliances, the high-voltage supply needs to
be stepped down to a much lower voltage, for example 220 to 240 volts. Hence
a step-down transformer is located at the point where the mains power cable
arrives on the site.
exposed conductors = bare electrical wires or bars
isolating = switching off all or part of an electrical network so that current cannot
flow through it
energising = switching on the power supply to an electrical network
b
7.3 Students listen and answer the questions.
Suggested answers
1 A place where a serious danger is present
2 A written form giving permission to work in a restricted area
3 The person responsible for electrical safety for the whole plant, and the only
person authorised to issue permits to work
4 The procedure of having a single key to switchboards, ensuring only one
person has access to switchgear at any given time
c
7.3 Students complete the extracts and then listen again to check their answers.
Answers
1
2
3
4
5
d
at all times
Under no circumstances should anyone
every single time
just a single
it’s vital
Students complete the task.
Answers
1 more
2 more
3 less
4 more
Pronunciation focus
Ask students to underline the stressed syllable in the following words and practise
saying the words.
crucial essential preferable vital advisable
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UNIT 7 Procedures and precautions Teacher’s Notes
e
Students rewrite the precautions.
Answers
2
3
4
5
It’s crucial/essential/vital to test the circuit is isolated.
The alarm should be reset every single time you start the system.
It’s crucial/essential/vital to check that the cable is not damaged.
It’s crucial/essential/vital that you should only store non-flammable materials in
this zone.
6 Under no circumstances should anyone enter the restricted area without
permission.
7 Before pressurising the system, every single connection must be tight.
f
6 a
Students complete the task in pairs.
Students complete the task.
Note
The system of using helicopters to work on live power lines is based on the
principle that electrical current seeks to flow into the ground. If a person touches
an exposed, live electrical wire while he or she is touching, or connected to, the
ground in some way then electrocution will result from electrical current flowing
through the person. However, if the person is not connected to the ground in
any way, then no current can flow to the earth. This practice does have other
electrocution risks. If the person touches two of the wires on the power line at the
same time, a short circuit will result, and electrocution will occur. Touching a wire
and any part of a pylon (which is connected to the ground) will have similar effects.
Electrocution can also result from electrical arcs, as high-voltage power can jump
gaps without the need for direct physical contact. The mass of the cradle and
helicopter will also cause an electrical current to flow from the power line into the
cradle and helicopter (albeit with a smaller current than would result from an earth
connection). The latter phenomenon requires special precautions to be taken by
live-line workers, who need to wear special suits containing metallic threads, which
channel the electricity around the worker, based on an electrical principle known
as a Faraday cage (if a body is suspended inside a metal cage that is electrified, no
current will flow through the body).
c
Students complete the task in pairs.
Suggested answers
1 It’s essential that the crew obtain information on weather conditions.
It’s crucial that pilots are highly trained and experienced. It’s vital that a
tension release mechanism is in place.
2 Under no circumstances should operatives work on the line without wearing
hot suits and eye protection. It’s vital that the crew are highly trained.
3 The cables and platform must be checked every single time they are used. It’s
vital that twin-engine helicopters are used and these must be maintained to
the highest standard at all times.
d
7.4 Students listen and answer the questions.
Answers
Before starting work, it’s vital to isolate the circuit at the switchboard.
Then, circuits should be systematically tested to be 100% sure that there’s no
current. During work, it’s essential to tighten connections fully. And it’s crucial to
ensure that no insulation is damaged. To finish, all the wires should be checked –
under no circumstances should there be any loose wires. Then the circuit should
be systematically tested.
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UNIT 7 Procedures and precautions Teacher’s Notes
Extension activity: live line precautions (Resource sheet 7b)
Give students Resource sheet 7b. Students complete the table.
Note
This activity requires knowledge of the basic principles of electricity.
Suggested answers
2 It’s crucial/essential/vital not to hold on to two conductors at the same time.
(See previous answer)
3 It’s crucial/essential/vital not to connect yourself to a pylon using a strong,
steel cable. This would result in the current earthing through you and the
cable when you touched a conductor, causing electrocution.
4 There’s no need to / You don’t need to switch off the current running through
the power line.
5 It’s advisable/preferable to work during dry weather. Wet conditions increase
the electrical conductivity of the air, increasing the risk of electricity arcing
over longer distances.
6 It’s advisable/preferable not to work during wet weather. (See previous answer)
7 It’s crucial/essential/vital to wear a hot suit with metal threads in it. This
conducts electricity around the body and into the cradle.
8 There’s no need to / You don’t need to wear a parachute. A parachute would
be of little use at such a low altitude.
9 It’s crucial/essential/vital not to anchor the cradle to the ground with a steel
cable. This would result in the current earthing through the cable and anyone
touching it.
10 There’s no need to / You don’t need to wear shoes with thick, rubber soles. The
hot suit surrounds the feet, passing under the soles of the shoes. This would
make the insulation provided by thick, rubber soles useless. The aim of the
hot suit is to conduct electricity to the cradle floor, and thus to the mass of the
cradle and helicopter.
7
Students complete the task in pairs.
Discussing regulations and standards
Language note
You will find the following vocabulary useful in this section.
adhere to, allow, authorise, banned, break the law, breach, compulsory, comply
with, conform to, contravene, forbidden, illegal, law, legal obligation/requirement,
legislation, obligatory, permitted, prohibited, regulation, stipulate
8
Students complete the task in pairs.
Answers
Regulations are laws; they are compulsory. For example, if companies
breach (break) safety regulations, they can be fined (given financial penalties) and,
in serious cases, managers who are responsible for breaches of regulations can
be given prison sentences. Standards, such as quality and design standards, are
sometimes compulsory, for example the design and manufacture of motorcycle
helmets or car tyres. Sometimes, however, they are optional, for example ISO
quality assurance.
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UNIT 7 Procedures and precautions Teacher’s Notes
9 a
Students complete the task in pairs.
Suggested answers
Risk of fire/explosion – no smoking, the provision of fire-fighting
equipment and training. Danger of people falling from tall structures and into
water – handrails required to give edge protection and life jackets need to be
worn in certain situations. Risk of skin irritations from petroleum products –
gloves and overalls required. Risk of air crashes as helicopters land and take
off from platforms – special training required for pilots and special precautions
needed for safe operation of helidecks.
b
7.5 Students listen and answer the questions.
Answers
1 Specific safety regulations
2 Compulsory personal protective equipment; prohibited activities, such as
smoking
3 That the obligations are legal requirements
c
7.5 Students complete the extracts and listen again to check their answers.
Answers
2
3
4
5
d
compulsory
prohibited
requirements
stipulated
6 legislation
7 contravene
8 comply with
Students complete the groups of synonyms.
Answers
2 permitted
3 comply with
4 stipulated
10 a
5 contravene
6 legislation; requirements; obligations
7 compulsory
Students complete the extract.
Answers
2 stipulated
3 compulsory
4 legislation
5 comply with
6 requirements
7 obligations
Before you begin …
Look at the meaning of the following terms.
helideck = raised deck/platform on which helicopters land – a helicopter landing site
on the ground is usually called a helipad
overhanging = projecting/extending beyond an edge
ground crew = personnel connected with aviation who work on the ground, for
example at an airport
approach = phase of flight just before an aircraft lands, also often called final
approach
perimeter protection = safety installation to stop people falling over an edge, for
example a guardrail/handrail
anchor points = fixing points used to secure cables
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UNIT 7 Procedures and precautions Teacher’s Notes
b
Students complete the task in pairs.
Answers
1
2
3
4
11
to give the ground crew access to all parts of the helicopter
to avoid risk of collisions during take-off/landing
to avoid risk of collisions during take-off/landing
to tie down parked helicopters
Students complete the task in pairs.
Working with written instructions and notices
Language note
You will find the following vocabulary useful in this section.
BEWARE, CAUTION, DANGER, IMPORTANT, WARNING
Passive, full (instead of contracted) forms, omission of articles
when/before ...ing, in the event of (=if), as (=because), therefore (=so), may
(=can/could)
12
Students complete the task in pairs.
Answers
1 Safety warnings, operating precautions for machines and maintenance
instructions on machines
2 Effective notices and instructions are as short as possible, use clear language,
and emphasise important points, for example dangers.
13 a
Students complete the task in pairs.
Answers
a Could do both
b Could damage the machine
c Could injure workers
b
d Could damage the machine
e Could do both
Students answer the questions.
Answers
1 danger
2 important
14 a
b
Students answer the questions in pairs.
7.6 Students listen and identify the differences.
Answers
1 sp: active (You should do it)
wr: passive (It should be done)
2 sp: contractions (shouldn’t, it’s)
wr: word pairs written in full (should not, it is)
3 if (sp) = in the event of (wr); because (sp) = as (wr); so (sp) = therefore (wr);
can/could (sp) = may (wr)
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UNIT 7 Procedures and precautions Teacher’s Notes
Before you begin …
Look at the meaning of blower (= a device which pumps/blows air to generate
a rapid airflow). It consists of rotors which spin inside an enclosed chamber –
the chamber having an inlet and outlet. The rotors of a blower spin around an
axis which is at 90 degrees to the airflow, unlike fans and propellers, which spin
around an axis that is in line with the airflow.
15 a
Students complete the task in pairs.
Suggested answers
Objects should not be placed in front of the air inlet. The inlet grille
should be kept free from obstructions, and should be cleaned regularly. In the
event of damage to the inlet grille, the blower must be stopped immediately.
Serious harm may be caused by foreign bodies entering the duct, as the unit
contains precision-engineered parts revolving at speed, and is therefore highly
susceptible to damage.
Before starting the blower, it is important to ensure that the external vents at
the end of the air-intake duct are open. When opening the vents, the adjusting
handle should be fully extended. When closing the vents, the handle should be
turned and allowed to return under the force of the spring. The handle should
not be pushed, as this may strain the spring mechanism, and therefore result in
damage.
b
Students complete the task either in class or as a homework activity.
c
Students complete the task in pairs.
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UNIT 7 Procedures and precautions Teacher’s Notes
Background information and useful web links
Describing health and safety precautions (pages 54 and 55)
The main themes of this section are basic safety equipment, personal protective
equipment (PPE) related to common industrial hazards, and hazard analysis – a
term used to describe safety planning, where a given industrial operation is thought
through carefully in advance, from a safety standpoint, in order to identify the
potential dangers so that a safe system of work can be put in place. In industry,
increasing emphasis is placed on safety planning at all stages of the development
process. This often requires engineers to design-in safety at conception stage, thinking
about how the devices, installations and structures they design can be put together
safely, at the stage when their designs are still on the drawing board.
Health and safety regulations for PPE
http://www.hse.gov.uk/pubns/indg174.pdf
Emphasising the importance of precautions (pages 56 and 57)
This section focuses on the skill of emphasising and stressing the importance of safety
precautions. The context focuses on precautions for electrical maintenance, although
clearly the target phrases can be applied to any branch of engineering.
EHV live line maintenance
http://fr.youtube.com/watch?v=Z3q9WdjD5wc
Helicopters in live-line work
http://www.eurocopter.com/site/docs_wsw/fichiers_communs/docs/pa-54-22-01.pdf
Discussing regulations and standards (pages 58 and 59)
Regulations and standards are relevant to engineering in various domains. Examples
are quality standards, design standards and codes of practice, and safety regulations.
Working with written instructions and notices (pages 60 and 61)
This section explores the main differences in style between spoken English and written
notices and instructions. This is relevant to engineers and technicians as people who
frequently need to read and understand notices and written instructions, and also as
people who often write notes and instructions in abbreviated form on drawings and in
specifications.
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Professional English
Cambridge English for
Engineering
UNIT 7
TEACHER’S NOTES
Procedures and precautions
Resource sheet 7a
Complete the table below with the types of Personal Protective Equipment.
dust mask ear plugs ear defenders gauntlets goggles overalls respirator safety boots/shoes safety harness welding mask
Item of Personal Protective Equipment
1 ear
inserted in the ears to protect the hearing
2
protect the hearing by covering the ears – can
also be attached to the sides of a hardhat
3
have steel toe caps and reinforced soles
4
has dark glass to protect the eyes from bright
flashes of light
5
filters solid particles from the air
6
gas mask – filters gas particles from the air
7
prevents the wearer from falling
8
another general term for safety glasses
9
for covering the body, arms and legs
10
92
plugs
Description
long gloves which extend up the arms
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Professional English
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UNIT 7
TEACHER’S NOTES
Procedures and precautions
Resource sheet 7b
Use the words in the box to write precautions that either should or don’t need to
be taken by line workers.
It’s
advisable
crucial
essential
preferable
vital
There’s no
You don’t
need to
to
not to
...
...
DOs and DON’Ts for line workers during high-voltage, live-line maintenance by
helicopter:
1 ... touch only one conductor at a time.
It’s
crucial/essential/vital to touch only one conductor at a time. If you
touched two conductors, it would result in a short circuit passing through
you, causing electrocution.
2 ... hold on to two conductors at the same time.
3 ... connect yourself to a pylon using a strong, steel cable.
4 ... switch off the current running through the power line.
5 ... work during dry weather.
6 ... work during wet weather.
7 ... wear a hot suit with metal threads in it.
8 ... wear a parachute.
9 ... anchor the cradle to the ground with a steel cable.
10 ... wear shoes with thick, rubber soles.
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UNIT 8
l
l
l
l
TEACHER’S NOTES
Monitoring and control
Describing automated systems
Referring to measurable parameters
Discussing readings and trends
Giving approximate figures
Go to page 103 for essential background information and useful web links.
Describing automated systems
Language note
You will find the following vocabulary useful in this section.
activate, control, detect, detector, measurement, pick up (detect), reading,
regulate, sense (detect), sensor, set off (activate), trigger (activate)
1
Before you begin …
Ask students to explain what is meant by automated systems and to give some
examples. You could focus on automatic systems in cars, for example gears, antilock braking system (ABS), air-conditioning (automatically maintains a selected
temperature), headlights (triggered by light sensors), windscreen wipers (which
detect raindrops) etc.
Students complete the task in pairs.
Answers
An automated system can function autonomously, without human control.
A manual system requires human control. A building management system is a
centralised computer system that monitors and controls a wide range of functions
in a large building, such as the lights, heating, air-conditioning, smoke detectors,
fire alarms, lifts and security systems.
Before you begin …
The mechanical and electrical systems within large modern buildings are referred
to within the construction industry as M&E (see the rubric for Exercise 2a).
Ask students to think about the types of system that this collective term refers
to in buildings such as offices, hospitals, shopping malls and schools/colleges/
universities. Note that M&E does not normally include waste pipes and drains.
Mechanical systems include:
air-conditioning
domestic cold water pipes (supply to taps/faucets)
domestic hot water pipes (supply to taps/faucets)
sprinkler systems (triggered in the event of a fire)
natural gas pipes (to boilers / water heaters)
medical gases (in hospitals)
oil pipes (to burners for heating)
automatic doors,
lifts/elevators
pumps (in basement drainage systems)
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UNIT 8 Monitoring and control Teacher’s Notes
Electrical systems include:
power sockets
lights
electric convector heaters
fire detection and alarm systems
intruder detection and alarm systems
telephone and data cables
2 a
8.1 Students listen and answer the questions.
Answers
1
2
3
4
b
It’s a very green/environmentally orientated company.
Energy saving will be an important consideration in the design.
Sensors that detect the presence of people
He wants to present two different design options to the client. He describes
option one as a building with maximum automation.
8.2 Ask students what is meant by sensors and controls. Students listen to the
recording and tick the points mentioned.
Answers
1 3 2 3 3 7 4 3
c
Students match the words and synonyms.
Answers
2 reading
3 regulate
4 detect; pick up
5 set off; trigger
Pronunciation focus
Ask students to underline the stressed syllable in the following words and practise
saying the words.
activate, control, detect, detector, measurement, regulate, sensor, trigger
d
8.2 Students complete the extracts and then could listen again to check their
answers.
Answers
2 control
3 senses
4 reading
e
5 detects; triggers
6 set off
7 regulate
Students complete the task in pairs.
Suggested answers
1 Presence detectors pick up movement and can activate light switches.
2 Smoke detectors sense smoke and trigger fire alarms.
3 Thermostats can regulate room temperature by controlling electric convector
heaters.
4 Pressure plates can detect the weight of a person and set off intruder alarms.
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UNIT 8 Monitoring and control Teacher’s Notes
Extension activity: reading (Resource sheet 8a)
Give students Resource sheet 8a for further practice of the target vocabulary.
Answers
a
3 a
1 regulated
2 sensors
3 detectors
b
4 sensing
5 detected
6 triggered
7 controlled
8 setting off
9 picked up
1 The vault.
2 The gents' toilets
3 Presence detectors, alarms
8.3 Students listen and answer the questions.
Answers
See audioscript 8.3 on page 92
Answers
1 That the green attitude is shared by all the staff, so they would take
care to switch off lights, etc. and so there is no need to control everything
automatically
2 Instead of automating everything, they would have old-fashioned manual
controls.
3 The advantage of operating the lights, etc. manually is that there’s no need
to supply all the automated controls with electricity. The money saved by not
having to buy all the hi-tech gadgets could be spent on planting trees, for
example.
b
Students complete the task in pairs.
c
Students complete the task in pairs.
Referring to measurable parameters
Language note
You will find the following vocabulary useful in this section.
consumption, cumulative, cycle, differential, flow, frequency, input, output, level,
optimum, pressure, rate, temperature, timescale
Before you begin …
Ask students to explain what is meant by measurable (= can be measured).
Ask students to give some examples of things that are often measured in
engineering and technology. You could look at the meaning of the following units
of measurement.
˚C (degrees Celsius) = temperature
Pa (Pascals) = pressure
m3 (cubic metres) = volume
m/s (metres per second) = speed/velocity
l (litres) = liquid capacity
l/s (litres per second) = flow/consumption
W (watts) = power
amp (amperes) = current
v (volts) = voltage / electromotive force
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UNIT 8 Monitoring and control Teacher’s Notes
4
Students complete the task in pairs.
Suggested answers
A thermostat measures and controls the water temperature in a boiler,
and there is also sometimes a pressure sensor for safety. A thermostat measures
and controls room temperature in a heating system. A refrigerator also has a
thermostat to monitor and control the temperature and a light that is activated by
the door opening. Washing machines have thermostats to control the temperature
of the water inside the machine. The time of the wash cycle is also controlled. The
action of the drum is linked to a safety device that prevents the door from being
opened while the drum is spinning.
5 a
Students match the sensor or measuring system and the applications.
Answers
1 e 2 b 3 a 4 d 5 c
b
Students complete the task in pairs.
Answers
1 pressure measurement, for example monitoring the pressure of air
inside a compressed air hose
2 temperature measurement, for example measuring the temperature of water
in a boiler
3 flow, for example monitoring the amount of fuel flowing along a fuel pipe in an
engine
4 level measurement, for example monitoring the level of fuel in a fuel tank
5 process recorders, for example monitoring the rejected (broken) items in a
production process
6 a
8.4 Students listen and answer the questions.
Answers
a
b
c
d
e
f
g
h
b
A blockage in a pipe causing a build-up of pressure
A safety valve and a warning system triggered by a pressure differential
A system for monitoring gas consumption
Cumulative consumption, the rate of consumption at different points in time,
and the frequency of peaks in consumption
A timescale
An exothermic reaction
The temperature of gas at the input point, and at the output point
The optimum input temperature for the gas
Students match the words and definitions.
Answers
2 g 3 a 4 i 5 c 6 d 7 f 8 j
9 b 10 e
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UNIT 8 Monitoring and control Teacher’s Notes
c
Students complete the extract.
You may need to explain downstream (= further down the direction of flow, for
example in a river). It is used in engineering to describe industrial processes and
the flow of liquid/air in pipe/duct networks – opposite = upstream.
Answers
2
3
4
5
6
consumption
cumulative
rate
timescale
cycle
7
8
9
10
frequency
input
output
optimum
Extension activity: more vocabulary
You could look at the meaning of some of the terms in Audioscript 8.4 in more
detail.
build-up = progressive increase, often describes pressure
vessel = closed tank which can hold a pressure greater than the atmospheric
pressure outside it
safety valve = valve which opens and releases pressure if the pressure inside a
vessel exceeds a safe level – designed to prevent an explosion
meter = measuring device
plot = draw a line on a graph
exothermic reaction = chemical reaction which produces heat
endothermic reaction = chemical reaction which absorbs heat
7 a
Students complete the task in pairs.
Suggested answers
We need a meter/sensor to measure: the rate of flow of water at the input
point; the water temperature at the input point; the rate of flow of gas at the
input point; the temperature of the gas burner; the water temperature inside the
vessel; the level of water inside the vessel; the steam pressure inside the vessel;
the steam temperature inside the vessel; the steam temperature at the output
point; the steam pressure at the output point; and rate of flow of steam at the
output point.
b
Students complete the task in pairs.
Suggested answers
The cumulative consumption of water and gas; the cumulative output of
steam; the peak rates of consumption for water and gas; peak steam output; the
frequency of gas use / firing of the burner; the differential between water input
temperature and water temperature inside the vessel; the differential between
steam pressure inside the vessel and in the output pipe; the differential between
steam temperature inside the vessel and in the output pipe
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UNIT 8 Monitoring and control Teacher’s Notes
Discussing readings and trends
Language note
You will find the following vocabulary useful in this section.
band (of fluctuation), blip, continual, continuous, decrease, fall, fluctuation,
increase, peak, range, rise, trough
8 a
Before you begin …
Ask students to explain what is meant by reading, for example a temperature
reading on a thermometer, a pressure reading on a pressure gauge and trend (=
a pattern). Explain that in order to explore readings and trends, you are going to
look at electricity consumption and generation.
Students complete the task in pairs.
Answers
See audioscript 8.5 on pages 92 and 93
b
8.5 Students listen and make notes.
Answers
1 temperature
2 light levels
3 day of the week
c
4 mealtimes
5 commercial breaks on TV
8.5 Students complete the extracts and listen again to check their answers.
Answers
1 increase
2 increases; decreases
3 rise
d
4 rises
5 falls
6 rise; fall
8.6 Students listen and answer the questions.
Answers
1 Because maximum capacity is equivalent to peak demand, there is
significant spare capacity during off-peak periods.
2 Being able to generate power during off-peak periods and store it for peak
periods
3 Because electrical charge is extremely difficult to store in large amounts
e
Students match the words and definitions.
Answers
2 g 3 d 4 a 5 b 6 h 7 f 8 e
f
Students complete the task.
Suggested answers
There is a band of fluctuation between approximately 2,700 and 5,000
Megawatts. Peak demand occurs each day at about 8.00 pm, when there is a very
brief blip. The graph shows a trough each night, when demand falls significantly.
At the weekend, the range of fluctuation is smaller than it is during the week.
Fluctuations in demand are continual – there are no points where demand
remains at the same level continuously for a long period of time.
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UNIT 8 Monitoring and control Teacher’s Notes
9 a
Students complete the extract.
Answers
2 peak demand
3 continual
4 blips
b
5 fluctuations
6 range
Students read the extract and answer the questions.
Answers
1
2
3
4
Operating on a start-run-stop-wait basis
Momentary blips in demand
Frequency of the AC (alternating current) supply
A slight drop in frequency indicates that power stations are working at full
capacity.
5 Start-up of appliances is delayed slightly by holding the appliance on standby.
10 a
Students complete the task in pairs.
Answers
1 Demand for electricity fluctuates, and power stations need to be able
to cope with peak demand (at the top of the range of fluctuation). The problem
is that the peak only lasts for a very brief period each day, meaning that power
stations have a lot of generating capacity which, most of the time, is not used.
Therefore, electric companies try to smooth demand – using spare capacity
during demand troughs (at night) to store up energy, which is then used the
next day when demand peaks.
b
c
8.7 Students listen and make notes.
Students complete the task in pairs.
Extension activity: power stations (Resource sheet 8b)
Give students Resource sheet 8b. Students complete the extract.
Answers
2
3
4
5
6
100
nuclear
steam
water
reactor
rotors
7 pressure
8 rotary
9 generators
10 current
11 lake
12
13
14
15
reservoir
dam
gravity
hydrostatic
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UNIT 8 Monitoring and control Teacher’s Notes
Giving approximate figures
Language note
You will find the following vocabulary useful in this section.
ballpark figure, a good (more than), off the top of my head, pretty much, next to
nothing, nowhere near, roughly, somewhere in the region of, the vast majority,
well over
Before you begin …
Ask students to explain what is meant by approximate numbers (= opposite of
precise numbers).
Tell students that this section will focus on approximate numbers using the
example context of communication between engineers and managers.
Ask students to give examples of types of discussion that engineers and technical
professionals might have that would involve using approximate numbers. You can
use the underlined words as examples.
l
l
l
l
11 a
When discussing the approximate dimensions of designs in the early stages of a
design process.
When estimating performance figures for ideas for technical solutions before
detailed calculations are carried out.
When speaking to non-technical colleagues who would be bored or confused by
excessive detail.
When summing up essential information where detailed numbers are not required.
Students read the extract and answer the questions.
Answers
1 A senior manager
2 A review of the company’s organisation and facilities
3 Optimising efficiency / the use of engineers’ skills
b
Students match the questions and points.
Answers
1 c 2 b 3 a
c
8.8 Students listen and make notes.
Answers
1 A: 50%
2 A: 70%
3 A: 10%
d
B: 50%
B: 30%
B: 90%
Students complete the sentences.
Answers
2 off the top of my head
3 pretty much
4 nowhere near
e
101
5 roughly / somewhere in the region of
6 roughly / somewhere in the region of
Students complete the task in pairs.
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UNIT 8 Monitoring and control Teacher’s Notes
Extension activity: project management
The questionnaire in Exercise 11b raises the idea of engineers doing
organisational/management tasks. Ask students whether they think the
management of technical projects is a job best done by engineers who have
subsequently become managers, or career managers who have some engineering
knowledge. How much specialised technical knowledge do project managers
need? The answer depends on the size and scope of the project being managed.
An engineer with the relevant specialist knowledge may be the best manager on a
specialised project based on a single technical discipline, for example developing
more efficient photovoltaic cells for solar panels. But on a large project, for
example the construction of a power station, the project manager would need to
manage a multitude of specialised teams spanning electrical, mechanical and civil/
structural engineering, and would therefore need to be more of a generalist, and
more accomplished in management skills.
12 a
8.9 Students listen and mark the statements True (T) or False (F).
Answers
1 T
2 T
b
3 F – they print very few copies
Students complete the task.
Answers
1 roughly
2 well over
3 a good
c
4 the vast majority
5 next to nothing
Students complete the replies.
Answers
2
3
4
5
6
7
8
13
102
Pretty much
Nowhere near
Roughly / somewhere in the region of
Well over
Next to nothing
Roughly / somewhere in the region of
the vast majority
Students complete the task in pairs.
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UNIT 8 Monitoring and control Teacher’s Notes
Background information and useful web links
Describing automated systems (pages 62 and 63)
This section reflects the high degree to which modern devices, installations and
processes are controlled automatically. Automation relies on close integration between
the mechanical devices which are controlled, for example air-conditioning plant
in buildings or robotic arms in factories, and the electronic devices and computer
systems which control them. Consequently, controls (the collective name given to such
systems) is an area in which mechanical and electrical engineers are required to work
together closely.
Referring to measurable parameters (pages 64 and 65)
This section deals with the terms used to describe different parameters that can
be measured by the sensors which send information to automatic control systems,
and to the gauges and displays which can be monitored by human operators. An
industrial process is used as an example context. However, the language is generically
applicable to a broad range of engineering applications – vehicles, aircraft, power
stations, kitchen appliances, and mechanical and electrical services in buildings are
just a few examples.
Discussing readings and trends (pages 66 and 67)
This section extends the context of monitoring and measuring, to focus on the
language of graphs which is useful for describing trends that can be observed from
data recorded by various monitoring and control systems. The example context
of electricity consumption trends, and the need to provide for peaks in demand,
applies to all electricity grids. In the book, the UK is chosen as an example, as the
phenomenon of demand spikes is particularly acute there, due to the proliferation of
electric kettles (which are power-hungry) in British households. The daily peak, shown
on the graph on page 66, occurs due to a mass kettle switch-on, as people make hot
drinks when the credits roll at the end of one of Britain’s most-watched TV shows – the
soap opera EastEnders, on BBC1.
Pumped storage hydroelectric power stations
http://www.nationmaster.com/encyclopedia/Pumped-storage
Giving approximate figures (pages 68 and 69)
This section reflects the fact that, in spoken English, numbers are often given as
approximate values. This applies as much to technical conversations as it does to
general discussions.
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Professional English
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UNIT 8
TEACHER’S NOTES
Monitoring and control
Resource sheet 8a
a
Read the beginning of a novel about a gold bullion robbery from a bank vault.
Underline the correct words to complete the text.
CHAPTER 1
It was 2 am. The small room beneath the granite-walled bank was inky black, and
silent but for the faint drone of the air vents that (1) activated / regulated its
claustrophobic atmosphere. Not a single ray of light glinted off the golden trappings
within. But if this was the darkest, quietest corner of the basement, the electronic
(2) senses / sensors on the ceiling were wide awake, like the eyes of a nocturnal
predator.
The eyes, technically speaking, were sensitive presence (3) controls / detectors,
which functioned, not by (4) sensing / triggering light, but by measuring
temperature. If they (5) controlled / detected an infra-red heat reading – human
warmth – their electronic innards would be (6) sensed / triggered in an instant. The
various circuits they (7) controlled / detected would then be activated, (8) picking
up / setting off alarms. And the system was about to be tested.
The door burst open with a bang. As the echo reverberated, a thickset individual
strode purposefully over the threshold. His presence was (9) picked up / set off in
a millisecond. And a millisecond later, 16 stark lights blinked on. The man stopped
in his tracks.
Once all the lights in the gents’ toilets had come on, the security guard walked up to
a washbasin, turned on the gold-anodized tap, and washed his hands. The nightshift
was halfway through, and it was time for a sandwich.
b
Now answer the questions below.
1 At first, which part of the bank does the author give the impression
he’s describing?
2 Which room in the bank is he actually describing?
3 What sensors and automatic controls are mentioned?
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UNIT 8
TEACHER’S NOTES
Monitoring and control
Resource sheet 8b
Use the words below to complete the textbook extract about power stations.
current dam gas generators gravity hydrostatic lake pressure nuclear reactor reservoir rotary rotors steam water
The main types of large-scale power station are coal-, oil- and (1)
gas
power stations. All these types
-fired stations, and atomic or (2)
turbines. To drive the turbines,
of station generate power using (3)
(4)
, usually pumped from a nearby river, is heated up by a nuclear
(5)
, or by burning coal, oil or gas. The hot water generates a supply
of steam, which is used to drive turbines – devices containing (6)
.
which spin when steam is channelled through them at high (7)
motion is used to drive electrical (9)
The resulting (8)
which produce alternating (10)
,
.
In a hydroelectric power station, water is channelled from a high-level
(11)
(a natural water basin) or (12)
(a manmade
water basin, built by civil engineers), down a hillside, or through the base of
a (13)
(built to retain water behind it), at high pressure, by the
downward force of (14)
down from a higher level is called (15)
. (Pressure generated by water pushing
pressure.) The flow of
water, under pressure, is channelled through turbines, which drive generators,
as described above.
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UNIT 9
l
l
l
l
TEACHER’S NOTES
Theory and practice
Explaining tests and experiments
Exchanging views on predictions and theories
Comparing results with expectations
Discussing causes and effects
Go to page 114 for essential background information and useful web links.
Explaining tests and experiments
Language note
You will find the following vocabulary useful in this section.
back-to-back test, full-scale, reduced scale, in the field, computer model, scale
model, mock-up, simulation, the acid test, trial run, tried-and-tested, validate,
virtual (computer simulation)
1
Before you begin …
Ask students to explain what is meant by a test and an experiment. Ask students
to give some examples of the types of test and experiment that engineers from
different branches might carry out. You could use the example of the process
that would be carried out by Airbus or Boeing when developing a new commercial
passenger aircraft – computer modelling, testing of scale models in a wind
tunnel, use of flight simulators, test flights, etc.
Students complete the task in pairs.
Suggested answers
1 Using software to simulate real-life situations. The main advantage of
this technique is that testing is often faster and easier to undertake compared
with real-life testing. Variables can also be changed easily. The main
disadvantage is the lower degree of realism.
2 Testing small models of designs. The main advantage of this approach is that
models are quicker and cheaper to build than full-sized prototypes. The main
disadvantage is that their behaviour during tests cannot perfectly simulate
that of a full-size prototype.
3 The main advantage of this approach is that tests are totally realistic. The
main disadvantage is that full-scale prototypes can be expensive to build and
test.
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UNIT 9 Theory and practice Teacher’s Notes
2 a
Students complete the task in pairs.
Answers
Computational Fluid Dynamics (CFD) is computer software used to assist
in aerodynamic design. It models the flow of air over surfaces, such as car
bodywork or the fuselage and wings of aircraft. Virtual testing with CFD software
is typically done in the early stages of the design process. Wind tunnels equipped
with rolling roads allow reduced-scale models of vehicles or full-size vehicles to
be tested. Air is blown through the tunnel by powerful fans to create airflows of
different velocities which simulate the vehicle travelling at different speeds. The
airflow over the surfaces of the vehicle is highlighted with streams of smoke, so
that it can be analysed. A rolling road is effectively a conveyor belt which moves
beneath the stationary vehicle at the same speed as the airflow, making the
wheels turn. This allows engineers to analyse the effects of the spinning wheels
on the airflow. Field testing refers to testing in real conditions. For aerodynamic
testing of a vehicle, this might involve driving the vehicle at different speeds on a
circuit or runway.
Extension activity: aerodynamics (Resource sheet 9a)
Give students Resource sheet 9a. Students complete the extract.
Answers
2
3
4
5
b
gas
motion
aerodynamic
wind
6
7
8
9
drag
efficient
turbulence
velocity
10 power
11 slippery
12 barn
9.1 Students listen and answer the questions.
Answers
1
2
3
4
Using a scale model or a full-size mock-up
To simulate the turbulence caused by wheels when they’re spinning
Whether or not the wheels are mostly enclosed by the bodywork
They are not a hundred percent reliable; the data needs to be validated by fullscale tests in real conditions.
5 Changeable weather makes it difficult to do back-to-back testing.
c
9.1 Students complete the extracts and listen again to check their answers.
Answers
2 mock-up
3 validate
d
4 acid test; tried-and-tested; trial run
5 back-to-back testing; in the field
Students match the words and definitions.
Answers
b
c
d
e
e
tried-and-tested
in the field
virtual
the acid test
f back-to-back testing
g validate
h trial run
Students complete the task.
Answers
2 e 4 d 6 a 8 b 10 c
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UNIT 9 Theory and practice Teacher’s Notes
3
Students complete the task in pairs.
Answers
First, testing of the parachute could be done using a weight to simulate
the mass of the container. The weight should be solid and unbreakable, for
example a block of steel, to allow several parachute systems to be tested backto-back without destroying the container each time. For tests, the weight and
parachute could be dropped from a raised platform attached to a crane. Initially,
the aim of these tests will be to develop a parachute system that will slow the
container’s fall as much as possible to minimise the vertical landing speed. Once
the parachute system has been developed, and the vertical landing speed has
been determined, tests can then be carried out on the container and deformable
structure by simulating this known landing speed. Initially there will be no need
to use the parachute, as the container can be allowed to freefall from the crane
– the drop height being set so that the vertical landing speed is the same as that
reached with a parachute. Initially, reduced-scale, for example half-size, mock-ups
could be tested. Then full-scale tests can be carried out. The container design
can then be tested with the parachute by dropping it from the crane. This will
help to simulate the effects of the wind blowing the parachute and container, thus
generating a horizontal (as well as vertical) landing speed. Finally, for the acid test,
real-life trial runs can be carried out using an aircraft to validate the tests.
Exchanging views on predictions and theories
Language note
You will find the following vocabulary useful in this section.
arguably, assuming, presumably, surely, theoretically
Sure, Absolutely, Of course, I’m not so sure, I’m not convinced, Not necessarily
4 a
Before you begin …
Ask students to explain what is meant by prediction (= a forecast, trying to say/
guess what will happen) and a theory (= an opinion or explanation) in theory
(= it should be possible, but often doesn’t happen that way) in practice (= in
reality)
Students complete the task in pairs.
Suggested answers
1 Humanitarian aid, for example food and medicine, and military
equipment are often airdropped, as they frequently need to be delivered to
remote locations with limited transport links.
2 The main advantage is that planes do not need to land and take off again to
drop off cargo, saving time and fuel. The main disadvantage is the difficulty of
protecting cargo from impact damage.
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UNIT 9 Theory and practice Teacher’s Notes
b
Students complete the predictions.
Answers
1 decrease – As long as the container remains in the air, its airspeed
(its speed relative to the moving air in the atmosphere) will keep decreasing
until it has an airspeed of zero – until it is travelling at the same speed and in
the same direction as the wind. Therefore, if there is a certain amount of wind,
the container will have a degree of groundspeed (horizontal speed relative to
the ground), as it moves with the wind. If the aircraft is flying into the wind
(in the opposite direction to the wind) when it drops the container, and if the
container remains in the air long enough, the container will slow down until
it momentarily has a groundspeed of zero. However, if it remains in the air
beyond this point, its groundspeed will then begin to increase again in the
opposite direction to the aircraft, as it is blown backwards by the wind.
2 higher – The container’s vertical speed will keep increasing until, if it remains
in the air long enough, it reaches terminal velocity – the point at which
aerodynamic drag (air resistance) prevents it from travelling any faster.
3 and 4 This will depend on the shape of the container and the distribution of
weight within it.
c
9.2 Students listen and answer the questions.
Answers
They agree on the first two points (horizontal speed decreases and
vertical speed increases). They disagree on the last two points (which impact is
worse, and what will happen on the ground with a very low-altitude drop).
5 a
9.2 Students complete the extracts and listen again to check their answers.
Answers
1 theoretically
2 assuming
3 surely
b
4 presumably
5 arguably
Students complete the task.
Answers
1 Presumably
2 Assuming
3 Theoretically
c
4 Arguably
5 Surely
Students complete the task in pairs.
Answers
Agree: Sure; Absolutely; True; Of course
Other phrases: I totally/completely agree
Disagree: I’m not so sure …; I’m not convinced; Not necessarily
Other phrases: I’m not sure I agree; I disagree; I totally disagree
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UNIT 9 Theory and practice Teacher’s Notes
d
Students complete the task in pairs.
Suggested answers
1 An aircraft’s groundspeed is its speed relative to the ground. Its
airspeed is the speed it passes through the air. Because of the wind, the air is
usually moving. Therefore, if an aircraft is flying into the wind, its airspeed will
be higher than its groundspeed. If it has the wind behind it, its airspeed will be
lower than its groundspeed.
2 Zero
3 The aircraft would need to fly into the wind, and the wind speed would need to
be very high, higher than the minimum speed required for the aircraft to fly.
4 It should fly into the wind so that the wind helps the container to slow down.
5 Provided the aircraft flies into the wind, higher wind speed will result in the
container having a lower groundspeed on landing. However, above a certain
wind speed, the container will reach zero groundspeed, then start to travel in
the opposite direction. Beyond this point, even higher wind speeds will result
in a higher groundspeed in the opposite direction.
Extension activity: airspeed and altitude
Ask students to explain how an aircraft’s altitude affects its airspeed.
Answer
As altitude increases, the density of the air decreases (the air gets thinner).
As a result, if an aircraft climbs progressively while travelling at a constant
groundspeed (its speed relative to the ground), its indicated airspeed, shown
on the cockpit airspeed indicator, will decrease, due to the reduced airflow as a
result of the lower air density. This is why commercial aircraft climb to such high
altitudes (30,000 to 40,000 feet = approx. 10,000 to 13,000 metres), as less
power and consequently less fuel is required to propel the aircraft at high speed
through thinner air.
6 a
Students complete the task in pairs.
b
Students complete the task in pairs.
Suggested answers
1 The container could be flat with a low centre of gravity so that it slides
along the ground, or perhaps spherical with a deformable protective structure
which allows it to roll along the ground.
2 The container could be tall, for example a cylinder shape, with a deformable
protective structure at its base to absorb the vertical impact.
Comparing results with expectations
Language note
You will find the following vocabulary useful in this section.
anticipated / didn’t anticipate, expected / didn’t expect, went / didn’t go exactly
to plan, worked perfectly, (totally) exceeded (our) expectations, as it turned out,
what actually happened, overestimated, underestimated, learned the hard way
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UNIT 9 Theory and practice Teacher’s Notes
7 a
Students complete the task in pairs.
Answers
Expectations are what you predict, for example how you think a vehicle
prototype will behave when it’s tested in a wind tunnel. Results are what actually
happens, for example how the prototype actually behaves in the wind tunnel,
based on the completed test.
b
Students complete the task.
Answers
Trial and error means testing ideas to see what happens. The expression
implies that the testing process is not very scientific, and is simply based on
guesswork.
Unfamiliar territory means an unknown subject, an area where someone lacks
experience.
On a steep learning curve means learning rapidly, often as a result of being put in
an unfamiliar situation without the necessary knowledge or experience.
c
Students complete the task.
Answers
See audioscript 9.3 on page 93
8 a
9.3 Students listen and answer the questions.
Answers
1 Half full
2 The opening in the bottle was just slightly bigger than the fitting at the end of
the pump, so there was quite a good seal.
3 Quite powerful, more powerful than expected
4 The bottle tumbled over in the air – it wouldn’t fly straight.
b
Students complete the task.
Answers
1 thought/predicted
2 didn’t expect/predict
3 it was much better than we had hoped
Before you begin …
You could use Resource sheet 9b to focus on some specific vocabulary that will
be helpful during the discussion.
Answers
2 g 3 f 4 c 5 a 6 j 7 d
8 b 9 h 10 i
9 a
b
Students complete the task in pairs.
9.4 Students listen and answer the questions.
Answers
They put a plastic beaker, with water inside it, onto the top of the bottle
which made it front-heavy and increased its inertia.
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UNIT 9 Theory and practice Teacher’s Notes
c
9.4 Students listen again and complete the phrases.
Answers
1 according to plan
2 a treat
10 a
b
Students complete the task in pairs.
9.5 Students listen, make notes and answer the question.
Answers
See audioscript 9.5 on page 94
c
Students complete the definitions.
Answers
2 practice
3 more
4 less
d
Students complete the task in pairs.
11
Students complete the task in pairs.
5 inadequate
6 practical
Discussing causes and effects
Language note
You will find the following vocabulary useful in this section.
because of ..., cause ... to ..., consequently ..., due to ..., owing to ..., result in ...,
as a result of ...
12
Students complete the task in pairs.
Suggested answers
1 Possible causes: the tyre is inadequately inflated or punctured
Possible effects: the tyre could blow out (explode) / the tyre will wear rapidly /
become damaged
2 Possible causes: a surge in the power supply, too much power being
demanded, a short circuit
Possible effect: a circuit breaker being triggered, overheating and damage to
conductors and components
3 Possible cause: there is inadequate paint cover to protect the hull
Possible effect: the hull will degrade rapidly / could fail
13 a
Students complete the task in pairs.
Answer
A mistake with a chicken gun has made clever, technical people look like fools.
b
Students read the article and answer the questions.
Answers
1 To fire dead chickens in order to test aircraft engines and windshields
for their resistance to bird strikes
2 Because it was a high-speed train and bird strikes were a potential danger
3 The chicken broke through both the windshield and the back of the driver’s
compartment.
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UNIT 9 Theory and practice Teacher’s Notes
c
Students answer the questions.
Answer
They used a frozen chicken.
d
Students complete the sentences.
Answers
2 because of; due to; owing to
3 result of
4 because of
e
5 caused
6 consequently
Students complete the descriptions.
Answers
1 because of / due to / owing to
2 caused; consequently
3 because of / due to / owing to; resulted in; consequently
14 a
Students complete the task in pairs.
Answers
See audioscript 9.6 on page 94
b
9.6 Students listen and compare the points made with their answers in Exercise
14a.
c
Students complete the task in pairs.
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UNIT 9 Theory and practice Teacher’s Notes
Background information and useful web links
Explaining tests and experiments (pages 70 and 71)
This section focuses on technical experimentation and development. The context
of aerodynamic design exemplifies the language used to describe the range of
development tools used by engineers in all disciplines – from computer modelling,
through reduced-scale testing, to full-scale field trials.
Wind tunnel testing
http://www.youtube.com/watch?v=ZiP-6YHIUnw
Exchanging views on predictions and theories (pages 72 and 73)
This section is based on the fact that making theoretical predictions about how
designs will perform in practice can be a subjective area. The context of predicting
how an airdropped cargo container will behave on hitting the ground is chosen as an
example of an unpredictable situation, providing a basis for subjective discussion and
disagreement.
Comparing results with expectations (pages 74 and 75)
This section follows on from predictions and theories, covered in the previous section,
to focus on comparing what was predicted (expectations) with what actually happened
(results).
Water rockets
http://www.wra2.org/
http://www.youtube.com/watch?v=rrWnqoJs_KQ&feature=related
Discussing causes and effects (pages 76 and 77)
Having focused on predictions and theories (from discussions before tests and
experiments take place) and comparing results with expectations (discussing how
tests turned out), we now move on to discussing the reasons for the results of tests,
by looking at the language used to relate to causes and effects. This is clearly
important language in many aspects of engineering, from developing new devices and
technologies to trouble-shooting existing devices and installations.
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UNIT 9
TEACHER’S NOTES
Theory and practice
Resource sheet 9a
Use the words below to complete the textbook extract about fluid dynamics.
aerodynamic door drag efficient gas liquid motion power slippery turbulence
velocity wind
In everyday English, the word fluid is used to describe (1) liquid
substances.
In physics and engineering, a fluid can be either a liquid or a (2)
.
Fluid dynamics refers to the study of fluids in (3)
i.e. how they
behave when they move, or when objects are moved through them.
One of the major applications of fluid dynamics is in (4)
design –
the study of how objects affect / are affected by a flow of air, either when moving
through the air, or when subjected to a flow of air – e.g. due to the
(5)
blowing around them. One of the main considerations in
aerodynamics is assessing how much (6)
(air resistance) a vehicle
or aircraft generates as it moves through the air. Designs that generate very
little drag are said to be aerodynamically
(7)
. In general terms, minimizing drag means having a shape
which allows air to flow around it as ‘cleanly’ as possible – i.e. with minimum
(8)
(disruption to the airflow).
Generally, the faster a vehicle or aircraft is designed to travel, the more critical
its aerodynamic design will be. This is because, for a given increase in
(9)
(speed), there is a proportionately much greater increase
in drag. Due to this phenomenon, when vehicles or aircraft travel extremely fast,
they must deliver significantly more (10)
in order to increase their
velocity by a relatively small amount.
In familiar language, engineers often describe aerodynamically efficient designs
as being (11) ‘
’, inferring that they ‘slide’ through the air easily.
In the automotive industry, aerodynamically inefficient cars are often described
as being ‘like a barn (12)
’.
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UNIT 9
TEACHER’S NOTES
Theory and practice
Resource sheet 9b
The terms in 1–10 are useful for describing the behaviour of rockets. Match
them to the definitions in a–j.
1 blast-off
2 drag
3 in freefall
4 gravity
5 inertia
6 powerless
7 thrust
8 top-heavy
9 trajectory
10 weight distribution
116
aan object’s resistance to acceleration or deceleration, increases as the
mass of the object increases
bdescribes an object which has the highest proportion of its mass
located towards its upper end
cdownward force exerted by the earth’s mass
da pushing force
ethe moment a rocket launches from the ground
fdescending towards the ground, with no force counteracting the descent
except aerodynamic resistance
g aerodynamic resistance
hthe path taken by a moving object
ithe way the total mass of an object is divided/positioned within the
volume of the object
jhas no means of propulsion
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UNIT 10
l
l
l
l
TEACHER’S NOTES
Pushing the boundaries
Discussing performance and suitability
Describing physical forces
Discussing relative performance
Describing capabilities and limitations
Go to page 125 for essential background information and useful web links.
Discussing performance and suitability
Language note
You will find the following vocabulary useful in this section.
adequate/inadequate, appropriate/inappropriate, consistent/inconsistent,
economical/uneconomical, effective/ineffective, cost-effective, efficient/inefficient,
reliable/unreliable, sufficient/insufficient, suitable/unsuitable
1 a
Before you begin …
Ask students to explain what is meant by pushing the boundaries (= trying to do
things that have never been done before). Ask for some examples of engineering
projects that have pushed the boundaries. Ask students to explain what is meant
by performance (= how well something performs) and suitability (= how suitable
something is for the job). Explain that to explore questions of performance and
suitability this section looks at the design of wind turbines.
Students complete the task in pairs.
Suggested answers
1 They use the kinetic energy, movement of the wind, to generate
electricity.
2 Advantage: They use a renewable, non-polluting energy source that is readily
available.
Disadvantages: The wind is not constant, so wind turbines cannot function all
the time. They also have a major visual impact due to their height and size,
and are relatively noisy.
3 Locations exposed to the wind, such as high ground, flat areas and coastal
areas
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UNIT 10 Pushing the boundaries Teacher’s Notes
b
Students complete the task in pairs.
Suggested answers
The blades turn due to the airflow generated by the wind. To function,
they need to have a specially designed aerodynamic profile. They must also be
stiff, to avoid flexing and consequently hitting the tower, and relatively light to
allow them to turn easily.
The tower must be rigid, to resist the bending force generated by the pressure
of the wind. It must also have a relatively narrow profile, to minimise the
aerodynamic effect it has on the blades. When a blade is in the low position,
aligned with the tower, the pressure of the wind on the blade is reduced, reducing
effectiveness, and causing torsion in the turbine due to differential pressure on the
higher and lower blades.
The turbine generates electricity from the action of spinning. To function
effectively, it needs to minimise friction. It must also resist the severe weather
which is common in the areas where wind turbines are located.
2 a
10.1 Students listen and answer the questions.
Answers
1
2
3
4
The tower
Corrosion due to the presence of saltwater
Steel and reinforced concrete
Because in reinforced-concrete coastal defences, the steel reinforcement is
often exposed, due to erosion, and rusts as a result
5 That just because an installation requires regular maintenance, that doesn’t
necessarily mean it’s unreliable
6 A comparison of the difference between the construction cost of a reinforcedconcrete tower and the cost of repainting a steel tower over the period of a
concrete tower’s lifespan
b
Students match the words and definitions.
Answers
1 b 2 e 3 c 4 a 5 f 6 d
Pronunciation focus
Ask students to underline the stressed syllable in the following words and practise
saying the words.
adequate, appropriate, consistent, economical, effective, cost-effective, efficient,
reliable, sufficient, suitable
c
Students complete the task.
Answer
2
3
4
5
d
inappropriate
inconsistent
uneconomical
ineffective
6
7
8
9
inefficient
unreliable
insufficient
unsuitable
10.1 Students listen again and answer the question.
Answers
See audioscript 10.1 on page 94
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UNIT 10 Pushing the boundaries Teacher’s Notes
Extension activity: language from Exercise 2b
(Resource sheet 10a)
Give students Resource sheet 10a. Students complete the conversations.
Answers
2
3
4
5
3 a
b
inappropriate
sufficient
ineffective
insufficient
6
7
8
9
effective
unreliable
inefficient
cost-effective
10 uneconomical
11 reliable
12 efficient
Students complete the extract.
Students complete the task in pairs.
Describing physical forces
Language note
You will find the following vocabulary useful in this section.
bending, centrifugal force, compression, contraction, expansion, friction, pressure,
shear, tension/torque
4 a
b
c
Before you begin …
Ask students to explain what is meant by force (= a push or pull). What effect
do forces have on objects? They cause them to move, deform (= change shape
or both). Explain that to explore different types of force that are fundamental in
engineering, this section looks at an unusual project being planned in Australia
which aims to push the boundaries in both structural engineering and green
energy.
Students read the article and answer the question.
Students answer the question. At this stage, they could describe the forces
using non-technical language, for example crushing, stretching, sliding, twisting,
wobbling.
10.2 Students listen and answer the question.
Answer
She doesn’t mention centrifugal force.
d
Students label the diagrams.
Answers
2
3
4
5
6
119
bending
torsion/torque
expansion
pressure
tension
7
8
9
10
shear
friction
contraction
centrifugal force
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UNIT 10 Pushing the boundaries Teacher’s Notes
e
10.2 Students complete the extracts and listen again to check their answers.
Answers
2
3
4
5
6
7
8
f
pressure
bending
compression; tension
shear
friction
torsion (torque)
expansion; contraction
Students complete the task in pairs. Resource sheet 10b accompanies the
diagram on page 81 to help students with the task.
Extension activity: forces (Resource sheet 10c)
Resource sheet 10c is a further consolidation exercise on forces.
Answers
2
3
4
5
mass
accelerate
velocity
gravity
6
7
8
9
magnitude
area
stress
deform
10 compress
11 elongation
12 strain
Discussing relative performance
Language note
You will find the following vocabulary useful in this section.
consideration, criterion/criteria, factor, variable
by a ... margin, to a ... extent, by a ... amount
considerably, marginally, much (more/less), significantly, slightly, substantially
5 a
Before you begin …
Ask students to explain what is meant by relative (= compared with something
else). Explain that to focus on the language used when describing relative
performance in engineering applications, this section looks at high-speed trains.
Students complete the task in pairs.
Suggested answers
Planes travel much faster than high-speed trains. The fastest high-speed
trains can travel at just over 300 km/h. Commercial aircraft flying at an altitude
of around 30,000 feet can travel with a groundspeed of around 800 km/h.
Therefore, on board trips are typically faster on planes. However, rail networks
generally link city centres, which are often more convenient destinations than outof-town airports. Planes also tend to be delayed more often than trains, due to air
traffic congestion at airports. Large aircraft cannot take off and land immediately
after one another due to the need for separation distances for safety, and to allow
air turbulence time to clear along the runway after each take-off and landing. Also,
checking in for flights takes longer than boarding trains. For these reasons, overall
journey times on high-speed trains can be as short as, or shorter than, those on
planes over distances of 500 km to 1,500 km.
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UNIT 10 Pushing the boundaries Teacher’s Notes
b
Students read the article and answer the questions.
Answers
1 Speed, convenience, efficiency and environmental-friendliness
2 To find the best way of transporting people
3 That high-speed electric trains are the most efficient solution
c
Students complete the task.
Answers
1 criterion
2 factor
3 variable
6 a
Students answer the questions.
Answers
Most TGVs reach 300 km/h. Newer models run at 320 km/h on certain
tracks. Most trains are approximately 200 metres long.
Note
TGV stands for Train à Grande Vitesse (Train = train, Grande Vitesse = high speed).
b
Students complete the task.
Answers
See audioscript 10.3 on page 95
c
10.3 Students listen and answer the questions.
Answers
1 It was modified to a certain extent but, with a few exceptions, was
essentially an ordinary TGV.
2 100 metres
3 To make it slightly more aerodynamic
4 To reduce the speed of revolution, to limit friction and centrifugal force
d
Students listen again and complete the table.
Answers
2 – 50% 3 – 15% 4 +19% 5 +68%
Before you begin …
Look at the meaning of the following terms.
catenary = downward curved line of a cable when suspended between two supports
oscillation = wave pattern
camber = angle that is inclined from horizontal, usually at 90 degrees to the direction
of travel, for example the camber of a road is the slope of the road across its width
(sometimes also called banking)
e
Students rewrite the sentences.
Answers
2 certain
3 significantly
4 slightly more
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5 marginally
6 substantially
7 considerable
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UNIT 10 Pushing the boundaries Teacher’s Notes
f
Students complete the task.
Suggested answers
1 The supply voltage in the catenary cables had to be increased by a
considerable amount.
2 To limit oscillation, the tension of the catenary cables was substantially
increased.
3 The camber of the track was increased marginally on some curves.
4 The previous record was beaten by a huge margin.
5 In perfect conditions, the TGV could probably have gone slightly faster.
7
Students complete the task in pairs.
Describing capabilities and limitations
Language note
You will find the following vocabulary useful in this section.
able/unable to, capable/incapable of ...ing, cope with, exceed, intended for,
subjected to, surpass, withstand
8 a
Before you begin …
Ask students to explain what is meant by capabilities (= what things can do / are
capable of doing), for example how much force a column is capable of carrying,
how much power an engine is capable of producing and limitations (= the limits
of capability).
Students read the extracts and answer the questions.
Answers
See audioscript 10.4 on page 95
b
10.4 Students listen and check their answers to Exercise 8a.
Before you begin …
Check students’ understanding of G-force and discuss some examples.
G-force is an acceleration or deceleration force measured relative to the force of
acceleration due to gravity. An acceleration of 1G is equivalent to the acceleration
of an object, due to gravity, as it freefalls towards the earth. Acceleration due to
gravity is 9.8 m/s² (= an increase in speed of 9.8 metres per second every second).
For example, a sports car is considered pretty powerful if it can accelerate from 0
to 100 km/h in 4 seconds. 100 km/h = approx. 28 m/s. To reach a speed of 28 m/s
in 4 seconds, the car must increase its speed (accelerate) by 7 m/s every second (7
m/s x 4 seconds = 28 m/s). As 9.8 m/s² = 1G, 7 m/s² = 7/9.8 = 0.7 G s. Formula
1 cars, under full braking, can produce deceleration forces of up to 5 Gs. In military
fighter aircraft, which can produce extreme G-forces, pilots risk blacking out if they are
subjected to forces above 7 Gs. You could compare these figures with the G-forces in
the Sonic Wind tests.
c
Students complete the task.
Answers
1 1,015
2 3
3 20
122
4 1.2
5 46
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UNIT 10 Pushing the boundaries Teacher’s Notes
d
e
10.5 Students listen and check their answers to Exercise 8c.
Students complete the groups of synonyms.
Answers
2 cope with; withstand
3 exceed; surpass
4 intended for
f
5 able to; capable of
6 incapable of; unable to
Students complete the sentences.
Answers
Key information and questions
The supersonic rocket sled ride for tourists is to be located in the Australian
desert. It is to carry a pilot and two passengers. It must avoid extremes of G-force
under acceleration and deceleration (max 2 G). Max track length 16 km. Is it
feasible to have just 10 km of track? Is that enough safety margin? Is the sled
to have steel skids or wheels? Propulsion will be by rocket or jet engine (being
looked into by someone else). Braking system – not a water brake, as there is too
much G-force; possibly a friction system (against rails), an aerodynamic system
(flaps or parachutes), reverse engine thrust system or a combination of these.
Extension activity: more vocabulary
You could look at the meaning of some of the terms in Exercise 9b in more detail.
sled = vehicle that slides along, i.e. does not have wheels, for example a sled
designed to travel over snow
supersonic = faster than the speed of sound
skids = plates designed to slide along the ground or rails
derailing = coming off the rails
aerodynamic lift = upward, lifting force generated by a flow of air
flaps = movable aerodynamic panels – note that in aircraft, flaps generate drag
and lift, and spoilers/airbrakes generate drag and downforce, therefore
spoilers/airbrakes would be a more suitable term in the case of the rocket sled
reverse(d) thrust = thrust directed in the opposite direction to that in which a
vehicle/aircraft is travelling, intended to slow the vehicle/aircraft
9 a
Students read the extract and make notes.
b
Students complete the task in pairs.
c
10.6 Students listen and compare the points made with their answers in Exercise
9b.
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UNIT 10 Pushing the boundaries Teacher’s Notes
Note
The required track length has arguably been underestimated both in the email,
and by the engineers. It is being assumed that the acceleration of the sled will
be more or less constant from a standstill, up to and through the sound barrier.
However, the degree of aerodynamic drag encountered towards the sound barrier
is significantly higher than at slightly lower speeds, and will limit the acceleration
of the sled substantially during the final push through the sound barrier. If the sled
spends time labouring at speeds just below the sound barrier, as it tries to touch
supersonic speed, it will end up covering a substantial distance, arguably requiring
a much greater track length.
d
Students complete the task in pairs.
e
Students complete the task in pairs.
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UNIT 10 Pushing the boundaries Teacher’s Notes
Background information and useful web links
Discussing performance and suitability (pages 78 and 79)
This section is based on the fact that, in order to find solutions to technical problems/
requirements, choices need to be made. This might involve choosing the most
appropriate materials for making products, choosing among standard components
available from different suppliers, choosing the most efficient assembly/manufacturing
procedure, etc. The communication surrounding choices of this type centres on
issues such as appropriateness/suitability, effectiveness, efficiency, reliability, etc. The
language used to discuss these issues is therefore the focus of this section.
Describing physical forces (pages 80 and 81)
Analysing different types of physical force plays a fundamental role in engineering
design. The specific context of this section – tall structures – is chosen as being useful
for exemplifying the main forces. However, the same forces are relevant throughout
the various branches of mechanical and civil/structural engineering, and the study of
forces is a core subject in all engineers’ education.
Enviromission solar tower
http://www.enviromission.com.au/SolarTower%20Animation%20Metric.wmv
Discussing relative performance (pages 82 and 83)
This section focuses on making qualified comparisons, by exploring performance
differentials. The context, the in-service passenger train world speed record, set by
the TGV, uses the example of comparing the configuration of standard technology with
that of modified technology.
TGV record
http://fr.youtube.com/watch?v=8yszy1wltw8&feature=related
Describing capabilities and limitations (pages 84 and 85)
This section focuses on engineering technology at the limits of its performance
capabilities. The context of the Sonic Wind tests is an extreme example, representing
an engaging topic. However, the limits of performance are an everyday issue in
engineering, particularly in design, where the maximum capabilities of components
and assemblies must be established through calculations, in order to determine
suitable factors of safety – the extent to which things are overdesigned in order to be
able to cope with extreme conditions without failing.
The John Paul Stapp story
http://www.ejectionsite.com/stapp.htm
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UNIT 10
TEACHER’S NOTES
Pushing the boundaries
Resource sheet 10a
a
Complete the conversation using the words in the box.
An interior designer is talking to a structural engineer.
appropriate effective inappropriate ineffective insufficient sufficient
Designer: One idea I’ve had, as a design feature on the concrete columns, is to have
a really rough finish on the surface, with the steel reinforcement partly
exposed in places, so it’s visible. I don’t know if it would be OK to do that
– whether it would be (1) appropriate , technically. I’m only talking about
the columns inside the building. It would obviously be (2)
to
do that with the ones outside, otherwise the steel would rust.
Engineer: Yeah. It would also be a problem inside, actually, with fire regulations. You
have to have (3)
thickness of concrete covering the steel, to
protect it against fire.
Designer: Oh, right. I didn’t realise steel could catch fire.
Engineer: Well, it doesn’t actually catch fire. But when it gets hot, it just goes like
rubber – structurally, it becomes totally (4)
. So if there’s
(5)
cover, then ...
Designer: The building falls down.
Engineer: That’s right. I mean, you can get a special type of fire-resistant paint, called
intumescent paint. But you need to put on quite a thick coat to make it
(6)
. So you wouldn’t see the steel through it. And it’s not
really designed for that purpose.
Designer: OK, not to worry. It was just an idea.
b
Complete the conversation using the words in the box.
An engineer at a power station is talking to a manager.
cost-effective efficient inefficient reliable uneconomical unreliable
Engineer: Given the age of these gas turbines, you’d think they would be breaking
down all the time – starting to get (7)
. But that’s not the
case at all. They’re performing perfectly well. The problem is, in terms of
energy consumption, compared with modern equivalents they’re just very
(8)
. So financially speaking, it’s just not (9)
to
keep running such (10)
equipment.
Manager: So we need to look at replacing them with a more economical solution
before they reach the end of their planned lifespan? That’s basically what
you’re saying?
Engineer: I think we have to, yes. If we wait until they break down, we’ll still be
using them in 50 years’ time. In a sense, you could say they’re too
(11)
.
Manager: OK. And in terms of energy consumption, how (12)
new installation be, comparatively?
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UNIT 10
TEACHER’S NOTES
Pushing the boundaries
Resource sheet 10b
You can use these notes to help you with Exercise 4f on page 81.
Structural evaluation with NO WIND FORCES
Structural component
Forces acting on component
Column 1
Leg 1
Leg 2
Beam
Column 2
Leg 3
Leg 4
Concrete foundations
Pivoting insulators
Conductors
Structural evaluation for WIND DIRECTION 1
Structural component
Forces acting on component
Column 1
Leg 1
Leg 2
Beam
Column 2
Leg 3
Leg 4
Concrete foundations
Pivoting insulators
Conductors
Structural evaluation for WIND DIRECTION 2
Structural component
Forces acting on component
Column 1
Leg 1
Leg 2
Beam
Column 2
Leg 3
Leg 4
Concrete foundations
Pivoting insulators
Conductors
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UNIT 10
TEACHER’S NOTES
Pushing the boundaries
Resource sheet 10c
Use the words below to complete the textbook extract about the effects of
forces.
accelerate area compress deform elongation gravity magnitude mass strain stress
unit velocity
The (1) unit
of force is the newton (N). One newton is equal to the force
required to cause a (2)
of 1 kilogram (kg) to (3)
at
1 metre per second per second (m/s²). For example, if an object with a mass of
1 kg is floating in space, and is pushed by a constant force of 1 N, the
(4)
(speed) of the mass, measured in metres per second (m/s), will
increase by 1 m/s every second (= 1 m/s²). On earth, (5)
exerts a
downward acceleration of approximately 10 m/s². Therefore, on earth, a 1 kg
mass is subjected to a downward force of approximately 10 N, a 2 kg mass to
20 N, and so on.
The effect a force has on an object, such as a column in a building, depends on
the (6)
of the force (how great the force is). It also depends on the
size of the object – so for a column, how thick it is, or more precisely, what its
cross-sectional (7)
is. If the same force is applied to two columns
with different-sized cross-sections, the thinner column will have a harder time,
as the force will be more concentrated. The degree to which force is concentrated
(the measurement of force divided by area) is called (8)
, and is
measured in Pascals (P), the unit of pressure.
When subjected to stress, an object will either move (e.g. slide or sink),
(9)
(change shape), or do both. In a column in a building, for
example, an applied stress will tend to cause the column to (10)
(squash) slightly – though this deformation will be very slight, and invisible to
the eye. In engineering, a change in shape due to the effects of stress, such as
compression (decreasing in length) or (11)
(increasing in length),
is called (12)
.
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